Embedded Files
Module 6
Transdisciplinary Theme: Sharing the Planet
Central Idea: The Earth is shared with all living things.
Lines of Inquiry:
An inquiry into how we affect the planet.
An inquiry into steps people have taken to protect the planet.
An inquiry into what it means to share the planet.
Key Concepts:
Causation
Responsibility
Connection
Learner Profile Attributes:
Balanced
Principled
Caring
We have been using lots of different manipulatives and representations to support our maths learning.
This week, we have been thinking about different emotions we and other people might have.
We talked about what they might look like and completed some matching activities.
As part of our literacy sessions looking at the book Somebody Crunched Colin, we have created boats out of recycled materials.
We have been thinking about different creatures we share the planet with.
We have been thinking about different creatures we share the planet with.
We had fun creating bird feeders for the local wildlife using honey, birdseed and engineering skills.
We had fun creating bird feeders for the local wildlife using honey, birdseed and engineering skills.
During performing arts this week, the class took part in an interactive version of the story "We're Going On A Bear Hunt."
In art, we used different materials to create pictures of plants.
Using our knowledge of colours and shapes to help us.
During our first week back, we have really enjoyed independently choosing books to read by ourselves, with our friends or with an adult.
Module 5
Transdisciplinary Theme: Sharing the Planet
Central Idea: The Earth is shared with all living things.
Lines of Inquiry:
An inquiry into how we affect the planet.
An inquiry into steps people have taken to protect the planet.
An inquiry into what it means to share the planet.
Key Concepts:
Causation
Responsibility
Connection
Learner Profile Attributes:
Balanced
Principled
Caring
We went outside and collected different natural resources that we could use instead of paint brushes.
We used our 'natural paintbrushes' to create a Spring style painting.
We enjoyed making and playing with our home made bubbles. We all had a go at making bubbles and taking turns with our friends.
We have been looking at copying, continuing and creating our own patterns.
We have used different resources for this, and even made some patterns using our bodies by singing songs like 'heads, shoulders, knees and toes'.
We've all really enjoyed our practical science sessions.
We've all really enjoyed our practical science sessions.
We have been learning about drugs and medicine - thinking about how they can be helpful for our bodies.
We created our own grass head friends, to watch grow. Linking to our inquiry topic - showing friendship and being caring.
We followed instructions of how to make them very well.
Creating our own Colin the Caterpillar cakes.
Creating our own Colin the Caterpillar cakes.
We used different utensils with care and followed instructions.
Working on our addition skills, using dice to create our own questions.
Working on our addition skills, using dice to create our own questions.
Over writing different patterns.
Over writing different patterns.
Enjoying archery during our PE lesson.
Enjoying archery during our PE lesson.
Practicing letter formations and fine motor skills.
Practicing letter formations and fine motor skills.
Recognising letters in our names, working with our friends to look at each others.
Recognising letters in our names, working with our friends to look at each others.
Using different manipulatives to support our maths learning.
Using different manipulatives to support our maths learning.
Module 4
Transdisciplinary Theme: Where we are in place and time...
Central Idea: Our choices today will shape the reality of tomorrow
Lines of Inquiry:
An inquiry into personal and environmental identity
An inquiry into historical impact on the present
An inquiry into cultural influences and interconnectedness
Key Concepts:
Change
Connection
Causation
Learner Profile Attributes:
Inquirers
Communicators
Open Minded
Thinking about who I am, and what makes me... me!
I enjoyed learning about rhythm and beat and how these might be different in music from around the world.
I enjoy using the skills I learned through phonics to build and blend words.
I have used a range of skills and approaches to working with number. I was really proud when I calculated two groups of eight!
I explored avocado, and made guacamole, as part of our inquiry learning.
I was very proud of what I achieved in maths today.
We took part in some fantastic teambuilding with our friends in other classes to see who could build the biggest tower (don't worry, the bricks and stones are foam!).
I was excited to use Numicon to support my calculations in maths.
I was really focused on this activity, and proud that I could use Numicon to support my calculations.
I was able to use different methods to solve my calculations.
I am improving my writing skills by drawing and overwriting different shapes and patterns.
I used my phonic knowledge to identify and write the initial sound in different words.
I enjoyed showing other adults how clear my writing is.
I used my reading, speaking and listening skills to play a matching game with Matthew.
We had a lot of fun with exploration, play and inquiry around the theme of St. Patrick's Day.
Module 3
Transdisciplinary Theme: Where we are in place and time...
Central Idea: Our choices today will shape the reality of tomorrow
Lines of Inquiry:
An inquiry into personal and environmental identity
An inquiry into historical impact on the present
An inquiry into cultural influences and interconnectedness
Key Concepts:
Change
Connection
Causation
Learner Profile Attributes:
Inquirers
Communicators
Open Minded
We practice our 'communication skills throughout the school day.
IMG_2654.MOVI can communicate the days of the week
I can communicate the days of the week
IMG_2655.MOVI love to sing, expecially about the weather!
I love to sing, expecially about the weather!
I can choose the best tools for the activity
I can cut along the line carefully
I can show resilience to complete some tricky threading.
I can be 'knowledgeable' and can use skills to create artwork for Chinese New Year.
We were 'inquirers' finding out what happened when you mixed the three ingredients together.
I can follow instructions
I can choose tools to mix ingredients
I can mould the ingredients together
We were all very 'principled' during cooking as we resisted licking the spoon!
I can pour the inngredients into the bowl
I can pour the inngredients into the bowl
I can mix the ingredients
I can mix the ingredients
I can put the ingredients into cupcakes
I can put the ingredients into cupcakes
I can be 'open minded', I can listen to different stories!
In Viking Class, we have a love of books and really enjoy when Stefan the librarian visits.
I can identify the main character on the page
I can find the characters in the story.
I can engage with the story
I can show I am a good 'communicator' and I can share to show I am 'caring'.
I can share
I can take turns
I can play a game with friends
I can be 'reflective'! Let's find out how am I feeling.
I am a 'risk taker' as we practice different forms of communication, including; writing, singing, signing and dancing.
I can recognise how I am feeling and share this emotion
I can overwrite patterns
I can identify who is in class today
I can count the number of people in class
I can identify who is in class today
I can count the number of people in class
I can identify who is in class today
I can count the number of people in class
I can make patterns
I can continue patterns
I can continue patterns
I can find what is missing in a pattern
Module 2
This module, we are continuing with our Lines of Inquiry into special places. We are going to be learning more about what makes a place special, how the special place and its associated culture has changed over time, and the uses of the place. This will show the students how expression is shaped by history and culture. And what could be more special than... Disneyland!
Week one, and students have learned that before Disneyland ever existed there was an orange grove in its location. Students have learned the word and sign for "past" and "now" and this links with the maths focus on time this module.
Week one, and students have learned that before Disneyland ever existed there was an orange grove in its location. Students have learned the word and sign for "past" and "now" and this links with the maths focus on time this module.
When Walt Disney was a little boy, as well as doing lots of drawings - he also made toy cars. In Viking Class we used a STEM project to make our own balloon cars during our Design Technology work. The students followed written and verbal instructions as part of their speaking and listening and reading objectives. Everyone really engaged and used tremendous fine motor skills and patience to get their car right.
This student worked independently and used good communication skills to request different items for his car.
This student worked independently and used good communication skills to request different items for his car.
This student really paid attention to the instructions and demonstration then worked totally independently to make his car. He realised that it was too long - using maths language from last term - and problem solved by shortening it.
This student really paid attention to the instructions and demonstration then worked totally independently to make his car. He realised that it was too long - using maths language from last term - and problem solved by shortening it.
Again, an almost indpendent follower of instructions. This student often has difficulty with fine motor skills but he was able to push the rod through the axle by himself!
Again, an almost indpendent follower of instructions. This student often has difficulty with fine motor skills but he was able to push the rod through the axle by himself!
And once the orange grove was cleared, the Disney Castle was built. After learning about how Disney opened in 1955 and the Castle was one of the main features these students used 3D shapes to make their own and were also able to name a cone, a cube, a cylinder; little more work needed to learn cuboid - but what magnificient buildings!
And once the orange grove was cleared, the Disney Castle was built. After learning about how Disney opened in 1955 and the Castle was one of the main features these students used 3D shapes to make their own and were also able to name a cone, a cube, a cylinder; little more work needed to learn cuboid - but what magnificient buildings!
This student was able to identify that the flag was that of America using his prior knowledge of country shapes. He knew it was not the countries he had learned about in Module 1 - and even said "that is Italy because it is like a boot". This is doubly good as he has been working on using 'because' in a sentence.
Week two, and as well as continuing our line of inquiry into Disneyland, students have been working so hard in maths. We have been learning to tell the time using o'clock and then using our number line knowledge to add hours. We have also celebrated Children in Need Day AND World Nursery Rhyme Week. So busy!
Week two, and as well as continuing our line of inquiry into Disneyland, students have been working so hard in maths. We have been learning to tell the time using o'clock and then using our number line knowledge to add hours. We have also celebrated Children in Need Day AND World Nursery Rhyme Week. So busy!
To celebrate World Nursery Rhyme Week, students in Vikings have combined their maths knowledge with their literacy skills. We all joined in with a version of Hickory Dickory Dock - and then identified not only one o'clock but all the other times going around the clock. Students were able to identify that if the mouse went "up and down" all the way around the clock he did this twelve times. One student even worked out that if he went up 12 times and down 12 times the total was 24!
After we had identified the hour, students then used their number line knowledge (being introduced to the greater than sign >) to add on to find a new o'clock time. Finally they were able to not only read the new time, but find the rhyming word. They especially liked "three" and did not want to be "stung" by the bee!
Writing the o'clock times and then finding the rhyming word!
Writing the o'clock times and then finding the rhyming word!
Identifying the o'clock times - they have learned that the short hand points to the hour.
Identifying the o'clock times - they have learned that the short hand points to the hour.
Not only saying 4 but also 'o'clock' - and this pre-verbal student is also using her voice far more in class recently.
Not only saying 4 but also 'o'clock' - and this pre-verbal student is also using her voice far more in class recently.
Week 3 Students are really enjoying learning more about Disneyland and the location of different parks in the Magic Kingdom. They learned how different things happen in different places - just like we have drama in the drama hall, go to the medical room when we are unwell. (fantastic geographical knowledge). They really enjoyed visiting Starbucks in the food area at Disneyland and learning about the Animal Kingdom.
Week 3 Students are really enjoying learning more about Disneyland and the location of different parks in the Magic Kingdom. They learned how different things happen in different places - just like we have drama in the drama hall, go to the medical room when we are unwell. (fantastic geographical knowledge). They really enjoyed visiting Starbucks in the food area at Disneyland and learning about the Animal Kingdom.
Students used their measurement knowledge from last module to find different lengths. They knew how to use their rulers well to complete the instructions to make a moveable flag. Our DT focus of pullies and levers is great for our understanding of how things work and to see how levers and pullies are used at the Disneyland parks.
Students used their measurement knowledge from last module to find different lengths. They knew how to use their rulers well to complete the instructions to make a moveable flag. Our DT focus of pullies and levers is great for our understanding of how things work and to see how levers and pullies are used at the Disneyland parks.
But is it? Is Disneyland the happiest place on Earth? Students looked at photographs of people at Disneyland and identified that they were not always happy - some people were scared and some were sad. We used the emotion puppets to try and think why they could be feeling like this. Later some of the students used the puppets and correctly displayed their emotions in a role play situation during their break time. All great PSPD inquiry learning!
But is it? Is Disneyland the happiest place on Earth? Students looked at photographs of people at Disneyland and identified that they were not always happy - some people were scared and some were sad. We used the emotion puppets to try and think why they could be feeling like this. Later some of the students used the puppets and correctly displayed their emotions in a role play situation during their break time. All great PSPD inquiry learning!
Being a Risk Taker! One of the IB attributes is being a "risk taker" - giving something a go. This is a hard task for a lot of our students but some of Viking pupils volunteered to taste Marmite and decide if they were lovers or haters!
As you can see, reactions were mixed but all gave it a go and were risk takers - so well done!
The tuff tray this week showed different areas of the Magic Kingdom. These students are looking at the Dinosaur area - dinosaurs were one of the first features of Disneyland when Walt Disney opened it in 1955. As well as developing play skills with their friends, students pracitsed their signing for scary.
Week 4, and we have been practising all our signs for Disneyland and learning how Mickey Mouse is the special host to show people around such a big park. We learned how the Magic Kingdom has different parts for "different things"; and like the Magic Kingdom our school does too. We went on a "geography field trip" to locate areas. Over history, Mickey Mouse has been depicted by some really well known artists (we looked at Warhol and Hirst). The students learned about these artists and also made their own versions of their art work.
Week 4, and we have been practising all our signs for Disneyland and learning how Mickey Mouse is the special host to show people around such a big park. We learned how the Magic Kingdom has different parts for "different things"; and like the Magic Kingdom our school does too. We went on a "geography field trip" to locate areas. Over history, Mickey Mouse has been depicted by some really well known artists (we looked at Warhol and Hirst). The students learned about these artists and also made their own versions of their art work.
The Disneyland Park has specific areas for specific features. We talked about how at Milestone we also have special areas that have specific functions. These students used their geographical skills to locate the different placs and were able to identify their use.
Students looked at how Mickey Mouse has been depicted by known artists over time. We made our own Andy Warhol pictures on the whiteboard and also used circles to recreate Damien Hirst's Mickey!
Students looked at how Mickey Mouse has been depicted by known artists over time. We made our own Andy Warhol pictures on the whiteboard and also used circles to recreate Damien Hirst's Mickey!
Students all recognised the language of "big and small" and "circle" from last module to recreate their Mickey Mouse.
Students all recognised the language of "big and small" and "circle" from last module to recreate their Mickey Mouse.
Lots of opportunities for discussion and getting to know well known pieces of art work.
Lots of opportunities for discussion and getting to know well known pieces of art work.
Careful cutting skills required - and then deciding how to stick them.
Careful cutting skills required - and then deciding how to stick them.
Such concentration. This student is often reluctant to use scissors and asks adults to help but today he worked independently and was a great "risk taker".
Such concentration. This student is often reluctant to use scissors and asks adults to help but today he worked independently and was a great "risk taker".
The students looked at the wonderful rides that Disnelyland has and used their Design Technology skills to make a moveable Mickey ferris wheel.
Week 5 and students have shown how much they learned about Disneyland as we finish that particular line of inquiry as we move on to another very special place - Lapland and the home of Father Christmas.
Week 5 and students have shown how much they learned about Disneyland as we finish that particular line of inquiry as we move on to another very special place - Lapland and the home of Father Christmas.
Students helped Father Christmas up the chimney by carefully building the bricks and then putting him on top. Lots of opportunity for good maths positional language.
Viking Class really enjoy a Friday reading session from Stefan. We are looking at Christmas books now in the "build up" to the big day! Students sat beautifully and listened showing great focussing skills as well as working on their speaking and listening knowledge to answer questions about what they have heard.
Students were asked to name the object being pointed out, as well as some using 3 and 4-string sentences to say what is happening, where it is happening and using the word "because". Great reading and speaking and listening whilst enjoying a Christmas book!
Fantastic number skills this week. Learning the relationship of numbers and how they are constructed using visual and concrete representations.
Using the part part whole method to see that the total number does not change when put into two parts. Also a good way to find the missing number in an addition statement.
Using the part part whole method to see that the total number does not change when put into two parts. Also a good way to find the missing number in an addition statement.
Using Numicon tiles to understand tens and ones, and find the representation of 2-digit numbers.
Using Numicon tiles to understand tens and ones, and find the representation of 2-digit numbers.
Showing using Dienes on the whiteboard how a 2-digit number is represented.
Showing using Dienes on the whiteboard how a 2-digit number is represented.
Week 6 -the penultimate week - and our focus on Lapland and Christmas has meant that we have been working as hard as Father Christmas's elves to make lots of goodies for the Phase 3 Christmas Market. This involves good listening skills to follow instructions, and excellent fine motor skills - with great results.
Week 6 -the penultimate week - and our focus on Lapland and Christmas has meant that we have been working as hard as Father Christmas's elves to make lots of goodies for the Phase 3 Christmas Market. This involves good listening skills to follow instructions, and excellent fine motor skills - with great results.
Adding the right amount of chocolate powder to the cone and understanding the sequence of what to add are both good maths skills as well as good "work place" skills for this student.
One of the students was working on the one to one task of making the hot chocolate cones, but then showed great interpersonal skills by asking a classmate to join him - saying "this is fun come and make one"
Tightening those antlers around the finished cone requires great focus and fine motor skills.
As the student filled the bags for the market he was asked to say how much he thought that they would sell for - whilst his estimate may have been a little bit "off" he showed good money language.
On Thursday this week, we all wore Christmas jumpers so the day before students used both a software program and traditional pencils and pompoms to come up with their own designs. But there was a twist - they had to answer maths questions to determine how many pompoms there should be on their jumpers.
This module we have been using Numicon a lot to show number bonds. After completing her stocking design that required 7 pompoms this student then found diffferent ways that she could make 7. This was a wonderful piece of embedded work as she was not asked to do this but instead chose to use the manipulatives to make lots of 7s!
Week 7 - and everyone is excited about the imminent visits of Father Christmas. This week we had our Christmas Market and two of our students sold so many of the items we had made. We have also learned more about the special place that is the home to Father Christmas.
Week 7 - and everyone is excited about the imminent visits of Father Christmas. This week we had our Christmas Market and two of our students sold so many of the items we had made. We have also learned more about the special place that is the home to Father Christmas.
Students used an AI program to create their own Christmas elf. They used chatting sheets to identify what descriptive words they wanted to input and then let AI come up with the results. One of our students used great student agency to create a rather unique elf!
We had lots of fun using edible felt tips to decorate Christmas cookies - good fine motor skills and choosing colours for themselves.
Module 1
Central Idea: Self-expression is shaped by culture and history.
Lines of Inquiry:
An inquiry into the uses of places and buildings (form).
An inquiry into how people make places special (connection).
An inquiry into how culture is reflected in buildings / self-expression / through places and time periods (change).
Key Concepts:
Form
Connection
Change
Learner Profile Attributes:
Inquirers
Communicators
Caring
Risk-Takers
We have had a great first week back and have really been engaging and learning lots. Our Transdisciplinary Theme this module is "How We Express Ourselves". And through our central idea of "self expression being shaped by culture and history" we have begun this theme of looking at special places by making our classroom special, then starting to look at the Seven Wonders of the World and what makes them special.
We have had a great first week back and have really been engaging and learning lots. Our Transdisciplinary Theme this module is "How We Express Ourselves". And through our central idea of "self expression being shaped by culture and history" we have begun this theme of looking at special places by making our classroom special, then starting to look at the Seven Wonders of the World and what makes them special.
We started the week by creating a Jackson Pollock(esq) piece of artwork. The students used their own expression to create a drip painting that now proudly hangs in the classroom as soon as you enter the class. Viking Classroom is our special place this year, and it is a good starting point to explore other special places around the world.
All the students really enjoyed this - and are rightly proud of their work.
Our first Wonder of the World that has been shaped by history and culture - is the Great Wall of China.
Our first Wonder of the World that has been shaped by history and culture - is the Great Wall of China.
Some of the students worked together to create their own "wall". They were keen to see if they could make it get out to the offices and used great maths language such as long, more, and curved.
Some of the students worked together to create their own "wall". They were keen to see if they could make it get out to the offices and used great maths language such as long, more, and curved.
They were very pleased to reach the door of the Assistant Principal's office and congratulated themselves on having "enough" bricks as well as using the Makaton sign for long.
They were very pleased to reach the door of the Assistant Principal's office and congratulated themselves on having "enough" bricks as well as using the Makaton sign for long.
The class used the lines of inquiry to learn more about China - and their maths knowledge to use 2D shapes to create their own dragons.
The class used the lines of inquiry to learn more about China - and their maths knowledge to use 2D shapes to create their own dragons.
They looked at how the Great Wall is curved like a dragon as well as having great fun learning the Makaton sign for dragon. (it is a great sign!)
They looked at how the Great Wall is curved like a dragon as well as having great fun learning the Makaton sign for dragon. (it is a great sign!)
Students tasted lots of different Chinese foods and did some sensory exploration finding artefacts in noodles.
One of our students is very food sensitive and was a real risk taker by not only playing with the noodles but also eating some himself. He was very happy with all the praise we gave him.
Our librarian, Stefan, came to read us stories and everybody was super engaged and able to answer lots of questions and point to different pictures in the books.
As well as lots and lots of other great learning that has taken place this week, the students really enjoyed listening to their (and their classmates') hearts during science. One of our students even listened to our Phase Leader, Maria's heart.... just to check she was okay! 😄
Week 2 and we have seen some incredible learning - and have definitely been having fun and being aspirational learners. We have continued learning about China's Great Wall including making it from biscuits. The Great Wall has helped the students learn more about the maths language of long and short and this week we have been using "noodles" to find things in our classroom that are longer than the noodle. We have been practising our letter formation including writing in rice flour with chopsticks. Please look at the photos of the second week to see some of what we have been doing.
Friday was Roald Dahl Day. We read George's Marvellous Medicine and made our own mixture using words beginning with M.
Friday was Roald Dahl Day. We read George's Marvellous Medicine and made our own mixture using words beginning with M.
The students worked on their design technology skills using utensils to make their mixture.
The students worked on their design technology skills using utensils to make their mixture.
They used their senses to be curious and brilliant inquirers about what they were exploring - whilst the mint was popular the mackerel got a thumbs down!
Using a "noodle" to see if one of our amazing team was shorter or longer.
Using a "noodle" to see if one of our amazing team was shorter or longer.
This student sorted shapes, then made a dragon that was longer than the line on the table. When asked what shape he had used he knew - he also knew how many sides. He then went on calculate how many sides in total by doing repeated addition.
This student sorted shapes, then made a dragon that was longer than the line on the table. When asked what shape he had used he knew - he also knew how many sides. He then went on calculate how many sides in total by doing repeated addition.
Around our Line of Inquiry exploring the Great Wall of China and the country; we have had lots of fun and learning with noodles this week. Cooking them but also using them in maths. This student used his fine motor scissor skills to cut the noodles and make them all "shorter".
Around our Line of Inquiry exploring the Great Wall of China and the country; we have had lots of fun and learning with noodles this week. Cooking them but also using them in maths. This student used his fine motor scissor skills to cut the noodles and make them all "shorter".
Fun ways to practise our writing skills - using chopsticks and rice flour to write our focus letters.
Fun ways to practise our writing skills - using chopsticks and rice flour to write our focus letters.
Our Inquiry learning with the focus on China both last week and this, was a great way to develop our writing skills. Using different tools and paint to write the Mandarin word for mountain. Following lines and holding the brush helps students with their handwriting,
Week 3 of module 1, and Vikings have been learning about a new country as part of our Line of Inquiry; studying important places around the world and how they have been shaped by history and culture. This week we have explored The Colosseum and all things Italian.
We had good fun understanding what the purpose of The Colosseum was and how the Romans used it as a type of ancient theatre - especially for gladiatorial battles. We learned that the emporer decided who lived and died using signs of thumbs up or down.
We had good fun understanding what the purpose of The Colosseum was and how the Romans used it as a type of ancient theatre - especially for gladiatorial battles. We learned that the emporer decided who lived and died using signs of thumbs up or down.
Our maths work this module has not only included lots of work on number and cardinality (counting how many in a group of objects; with some of us subitizing - counting without touching) we have also learned about 2D shapes and the number of sides a shape has.
Our maths work this module has not only included lots of work on number and cardinality (counting how many in a group of objects; with some of us subitizing - counting without touching) we have also learned about 2D shapes and the number of sides a shape has.
Using instruction cards the students found different pieces of spaghetti to make shapes and then name them.
Using instruction cards the students found different pieces of spaghetti to make shapes and then name them.
After being asked to find 2 long and 2 short, this student was able to identify that he could make a rectangle (oblong).
After being asked to find 2 long and 2 short, this student was able to identify that he could make a rectangle (oblong).
Sorting shapes and then counting them, before finding the right Numicon tile to represent that count - and whiteboard games to find a named shape.
Sorting shapes and then counting them, before finding the right Numicon tile to represent that count - and whiteboard games to find a named shape.
During our cookery lesson we were all showing great curiousity about the smell of basil, and one of the students who find new foods difficult to taste was a real risk taker and smelled and licked all that he was given,
We recreated our own versions of The Colosseum using biscuits, and jenga bricks. It was good fun and the students talked about the shapes of the biscuits/bricks too as well as noting the Colosseum is circular. Lots of lovely maths talk in our inquiry work today.
One of Viking Class found an atlas with all the world's flags. He was very excited to find the flag of China and Italy - all by himself. Good self occupation during a gloomy lunchtime.
Week 4 and it is really feeling like summer is just a memory. Lots of wet playtimes this week - but that gave the students the opportunity to explore the skills they have learned in a student led independent inquiry... utilising their knowledge.
Week 4 and it is really feeling like summer is just a memory. Lots of wet playtimes this week - but that gave the students the opportunity to explore the skills they have learned in a student led independent inquiry... utilising their knowledge.
Great signing of "long". Application of maths language during independent inquiry.
And then the student told me that the Lego was like a rectangle - I am sure that he meant the faces, but what an amazing demonstration of what he had learned.
This student was counting the different "toppings" in Viking's Pizza Parlour. Again, self occupying during a wet playtime using the knowledge she had had acquired this module.
This student was counting the different "toppings" in Viking's Pizza Parlour. Again, self occupying during a wet playtime using the knowledge she had had acquired this module.
Thursday was European Languages Day - we are so lucky in Viking Class to have somebody from Brazil, who can speak a European Language. He was able to say different phrases and really enjoyed answering his friends when they all wanted to know... "What is Portuguese for .....". Lovely speaking and listening opportunities and looking at an interactive map of Europe on the whiteboard.
Lots of great maths this week too with students learning how number is composed. By beginning to recognise number bonds, they can see the relationship of numbers which will support addition and subtraction. Students learned how to find a group within a larger group and some begun to partition.
Lots of great maths this week too with students learning how number is composed. By beginning to recognise number bonds, they can see the relationship of numbers which will support addition and subtraction. Students learned how to find a group within a larger group and some begun to partition.
Counting the whole number and finding the corresponding Numicon tile - then partitioning into two groups.
Counting the whole number and finding the corresponding Numicon tile - then partitioning into two groups.
Finding lots of ways to partition a group and subitizing the number in the smaller groups - knowing that they combined to make the whole number. Part/Part/Whole.
Finding lots of ways to partition a group and subitizing the number in the smaller groups - knowing that they combined to make the whole number. Part/Part/Whole.
We also had good fun being "archeologists" and looking for fragments of mosaic in the the tuff tray. Students had to remove the "soil" to reveal the pictures. They used paint brushes like real archeologists - and this also supported their handwriting by encouraging the use of using different tools.
Week 5 in Viking Class and we have been really doing a lot of maths this week, as well as concluding our line of inquiry into Italy and the Colosseum and moving around the globe to Brazil. Students have been learning about the animals in the rainforest and how they like fruit - which is lucky as so many delicious fruits are grown in Brazil. Brazil is also one of the top producers of coffee and students had great fun taking "coffee orders" and using their maths skills during student led learning.
We have also learned the signs for the animals too. Snakes proved to be a favourite - and were helpful in continuing our work on length.
This student stretched the rubber snake and told the adults that the snake was long, but he had made it longer - great comparative language.
These students worked together to see how many snakes they could put on the branch. As they added them they counted and were saying "one more".
These students worked together to see how many snakes they could put on the branch. As they added them they counted and were saying "one more".
This student said that snakes were long and that they were curved on the branch. Great fine motor skills too to twist them around the branch.
Again, lots of maths whilst "at play". Students filled cups and the coffee machine. Used language including full and empty - and more.
Again, lots of maths whilst "at play". Students filled cups and the coffee machine. Used language including full and empty - and more.
And used their number formation skills when "taking orders".
And also wrote numerals when taking "orders".
And also wrote numerals when taking "orders".
Using symbols to support language in making colour choices.
Our finished headdress!
Working together to share resources and make the headdresses.
This student loved learning the Makaton signs for the animals and learning more about them. The noisier the animal the more interesting it was - parrots were a big hit!
Our "myth" this time is from Brazil so that students make connections with their learning in every subject area; this is how wonderful the PYP approach is. Knowledge is really embedded across the day. Our story is about Caipora who looks after the animals in the rainforest. We all made headdresses like Ciapora wore.
Our "myth" this time is from Brazil so that students make connections with their learning in every subject area; this is how wonderful the PYP approach is. Knowledge is really embedded across the day. Our story is about Caipora who looks after the animals in the rainforest. We all made headdresses like Ciapora wore.
Week 6, and the students in Vikings are continuing to learn more about Brazil - and again are especially enthralled by the animals that live in the rainforest. We have learned this week that not only does Brazil produce a lot of coffee, it also grows cocoa which makes yummy chocolate. The students were fascinated to learn that their chocolate bars started from a bean grown on a tree.
Students danced to Samba music this week and made masks for carnival - learning that carnival is just before Lent. Lent being a time of giving up things and thinking about the sacrifices that Jesus made in the desert.
We also learned about Christ the Redeemer statue and how Brazil 's mostly Christian population take comfort in having a huge statue of Jesus on a mountain in Rio de Janeiro looking over them as a symbol of his care and love.
Students used their fine motor skills to apply glue and then chose the colour feathers they wanted using their voice or symbol.
Students used their fine motor skills to apply glue and then chose the colour feathers they wanted using their voice or symbol.
Students were asked to design their masks themselves after having watched a video about Carnival in Brazil.
Students were asked to design their masks themselves after having watched a video about Carnival in Brazil.
Students chose the colours and recognised that like the people in the Carnival parades, a lot of the masks had feathers like the birds of Brazil.
Students chose the colours and recognised that like the people in the Carnival parades, a lot of the masks had feathers like the birds of Brazil.
Making Brigadeiro cake - a lovely gooey chocolatey cake from Brazil. This student made it still wearing a carnival mask!
Making Brigadeiro cake - a lovely gooey chocolatey cake from Brazil. This student made it still wearing a carnival mask!
Students used all the cookery skills to identify ingredients follow verbal and picture instructions as well as using equipment appropriately - the results were delicious!
Students used all the cookery skills to identify ingredients follow verbal and picture instructions as well as using equipment appropriately - the results were delicious!
One of our sensory tuff trays this week explored the colours that chameleons can change from. Students liked mixing the colours in the plastic sacks as well as using cellophane to see the change of colour on the rice
One of our sensory tuff trays this week explored the colours that chameleons can change from. Students liked mixing the colours in the plastic sacks as well as using cellophane to see the change of colour on the rice
This student used her finger to mix red and white to make pink as well as strengthening her finger muscles to support fine motor skills.
This student used her finger to mix red and white to make pink as well as strengthening her finger muscles to support fine motor skills.
This student independently curled the pipe-cleaners. When asked what he was doing, he replied he was making the curly tail of the chameleon. Great speaking and listening opportunities as well as student centered independent inquiry.
This student independently curled the pipe-cleaners. When asked what he was doing, he replied he was making the curly tail of the chameleon. Great speaking and listening opportunities as well as student centered independent inquiry.
This week we celebrated Black History Month, and Halloween. A lovely end to a busy module. See the photos and text below to see how we ended what was a busy, but certainly a "happy, and aspirational" module!
And finally, Week 7. The students have all worked so hard this module and I am so proud with how much they have learned and how they are making connections in their learning. This is because so much is embedded through the IB Approach. It is wonderful to see them signing Amazon rainforest animals, and a visitor to the class was really amazed that they recognised features during the "movie (Rio) afternoon". They independently pointed at images in the film and said "Amazon river" "Christ on a Mountain" and "Rainforest" she said that they had obviously taken so much knowledge on board.
And finally, Week 7. The students have all worked so hard this module and I am so proud with how much they have learned and how they are making connections in their learning. This is because so much is embedded through the IB Approach. It is wonderful to see them signing Amazon rainforest animals, and a visitor to the class was really amazed that they recognised features during the "movie (Rio) afternoon". They independently pointed at images in the film and said "Amazon river" "Christ on a Mountain" and "Rainforest" she said that they had obviously taken so much knowledge on board.
To celebrate Black History Month we looked at inventions the students would be familiar with and which were the result of Black men and women. It was also great to see the students celebrating their culture - we are lucky to have a lot of students and a staff member from Nigeria. We have listened to African music, tasted some jollof rice and looked at the wonderful fabrics that are part of Nigerian clothing. Students liked the idea that it was a Black man who invented the ice-cream scoop... as it meant they had ice-cream! They also enjoyed a game of "stop and go" to music as the inventor of traffic lights was a Black man.
Through the continuous provision "tuff trays" students are learning, and practising fine motor skills whilst "playing".
Through the continuous provision "tuff trays" students are learning, and practising fine motor skills whilst "playing".
Hand/eye co-ordination is often tricky - but when ice-cream is at stake the focus is really there!
Hand/eye co-ordination is often tricky - but when ice-cream is at stake the focus is really there!
After all the learning, and ice-cream - this student identified that we have Alfred Cralle to thank for the scoop.
After all the learning, and ice-cream - this student identified that we have Alfred Cralle to thank for the scoop.
And as a final day treat - Vikings had not one but x2 continuous provision "tuff trays". This morning we had a maths pumpkin patch where spiders were lurking in the oats. Students counted the spiders and/or the pumpkins and found the corresponding Numicon tiles. This afternoon we had a literacy based tray - students had various ingredients that they used good speaking and listening skills to request. Then they made a mixture and cast their spells.
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