Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important members of society such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children’s vocabulary will support later reading comprehension.

Understanding the World ELG: Past and Present (History)

 Children at the expected level of development will: 

- 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. 

ELG: People, Culture and Communities (Geography /RE)

People Culture and Communities ELG Children at the expected level of development will: 

- 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.

ELG: The Natural World (Science)

Children at the expected level of development will: 

- Explore the natural world around them, making observations and drawing pictures of animals and plants.

 - Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class.

- Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter. 

Term 6 - Geography -Maps:

Key Features in Chesterfield

History - Transport ~ Past or Present?

Term 6 - Seasons

Term 5 - Growing

Science - I can name the different parts of a flower and label a diagram.

Geography - Weather and temperature

Our Trip to White Post Farm

Most children can name all of the animals and the names of their young. 

Nature Walk 

What can you see, smell and touch?

The children walked around the school gardens and grounds looking at what is growing and used their senses to learn more. They know that they should never taste anything unless a trusted adult says it is safe.

Term 4 - Habitats

Star Words - Habitats, desert, woodland, polar, coral, rainforest, hot, cold, humid, baron, natural, manmade, land, air, water, camouflage, hibernation, breath, suffocate, swim, walk and fly. 

We are pleased to report that metamorphosis has take place and our beautiful butterflies hatched on Monday morning. We have given them sugar water and fruit. On Thursday afternoon, their wings were dry and they were flying in our butterfly net house, so we released them into their natural  habitat, our Mary Garden. 

Animals and Their Young

We are learning the names of animals and the names of their young. We hope to see some of these animals at the farm next term. 

Term 4 - Science Day!

We all dressed up as a person/job linked to Science. We had lots of fun learning about Science and completing our experiments and investigations.

Camouflaged Caterpillars

Star Words: camouflage, adapt, colour, shape, habitat, hidden, safe and predators.

Moving Magnets

Star Word: forces, magnets, magnetic, attract, repel and move.

Forces - Cars Down a Ramp

Star Words - Forces, ramp, steep, high, low, fast, slow and further.

Sunshine and Shadows

Star Words: sun, light, block, shadow and move.

Floating and Sinking

Star Words: float, sink, material, light, heavy and surface area.

Our Senses

Star Words: sight, smell, taste, hear and touch

Our Bodies and Bones

Star Words - skeleton, bones, healthy, unhealthy, broken and strong

Lotions and Potions

Star Words - liquid, solid, mix, stir and measure

Sorting Materials

Star Words: wood, metal, plastic, sort, group and match

Term 4: LENT -Mary's Meals Charity:

We talk about the lives of the people around them and their roles in society.

The Mini - Vinnies have asked us to put any loose change we may have during Lent to help pay towards 'Mary's Meals'. This is is a charity that pays for children to have a meal if their parents or carers cannot afford to buy food. Aurora kindly brought in some coins to help. 

Term 4 - Geography: To compare the local environment to other places around the world.

Star Words - Similar or Different: beach, building, Church, desert, forest, hill, mountain, playground, river and roundabout. 

We met Paddington who likes to travel and used Google Earth to zoom in on the United Kingdom. We identified local land marks such as The Crooked Spire, our school and Queen's Park. Then, we looked at different photographs to sort them into Home or Away. 

Finally, the children used our iPads to search where they live, where they like to go and which places were similar or different. 

Term 3 - Science: Magnets - Magnetic and Non- Magnetic 

Star Words - attract and repel

https://www.youtube.com/watch?v=7HHs98PBgk0

We have been scientists. We have been investigating which objects and materials are magnetic. We noticed that some metals are magnetic. 

Term 3 -Science :Spring Watch: Bird Watching

Term 3 - History/ Geography/ RE :Chinese New Year

Term 3 - Science: Floating & Sinking

We looked and held different objects to think about if they would float or sink. We talked about the size, material and weight to make a good prediction. Then, we tested each object. We worked in teams to show the results from our testing.

Term 2 - History: Polly put the Kettle on

Star Words: old, new, modern, old fashioned, electricity, stove, fire, past, present and future

We sang the song and looked at the different kettles. Then, we looked at a black and white photograph to learn how children worked in the past and heated water in a copper kettle on a stove or fire.

Term 2 - Geography: Exploring the weather

We have been exploring the different types of weather. We recorded the weather each day and completed different activities to suit the weather.

During each activity, we used these question starters. try using them at home. We dressed a bear to show we know what to wear during each season.

Key questions

• I wonder how…?

• How could we explore…?

• What if…?

• What do you notice…?

• What happens if…?

• What happens when…?

Term 2- History: We Shall Not Forget:

Remembrance Sunday

We had a lovely assembly and watched a short film clip to learn all about how we wear poppies to remember the soldiers who went to war for us. We bought and made our poppies to show we care. On Monday, we went outside and had a two minute silence to say thank you to the soldiers. 

Term 2 - History: Remember, Remember, the 5 th of November:

Bonfire Night

We watched a clip about Guy Fawkes and learnt how he tried to kill the king by putting gun powder in the cellar of The House of Parliament.

Then, we watched a firework display and created our own printed pictures of different fireworks. 

Term 2 - Geography -Seasons - Autumn - Nature

We have been learning about Autumn. We went on a nature walk to look for signs of Autumn. The children made 'Nature Catchers' using the exciting things they found on their walk.

Ask you child, " How do you know it is Autumn?"  

Term 1 - Science - All About Me

Life Cycle of Humans 

Star words - baby, toddler, child, teenager, adult and elderly

We looked at a photo of baby Freddie and his mum Mrs Perkins. Then, we thought about questions we could ask Mrs Perkins when she visited our class with baby Freddie. We thought about how we change as we grow. Talk to your child about what they couldn't do when they were a baby and what they can do now. This encourages your child to become more independent. We teach The Power of YET! So, we say...We can't do it yet! Because, we know, the more we try, the better we become at doing something new. 

Then, we looked at some pictures and identified which word matches the picture. Finally, we put them in the correct order to show that we understand how we change as we grow.