Step 1: We will explore what healthy and happy can mean and why it is important to daily life. We will research a variety of ways to stay healthy and happy in the modern age.

This week the children researched four main topics; food, exercise, sleep and mindfulness. Each point beginning with an extensive brainstorm to check our prior knowledge.

First, we researched what healthy means in terms of the food we consume. We learnt about the different food groups and what food types are in each, including, protein, fruit/vegetables, carbohydrates, healthy fats and dairy/dairy alternatives. We coined these as 'everyday' foods, leading to a discussion on 'sometimes' foods.

Then, we looked into the importance of exercise to our health, appreciating that it is important for more than just strength and fitness. In fact it affects our mood and concentration too.

Next, we discussed and watched scientific videos about the importance of sleep, noting that children need 10-12 hours of sleep a night in order to recharge, organise thoughts and help their body heal.

Lastly, we revisited Zones and self regulation and their importance to our overall happiness. We wrote in role as the Green Zone, writing to the Blue Zone with advice on how to shift a blue mind to a green mind using The Great Stars well practiced strategies of affirmation, tool kits and bucket filling.

Throughout the week the children created a paper version of themselves to display their understanding of these areas.

Step 2: We will investigate what is happening around the world in 2021 so that our information is relevant.

This week the children extensively brainstormed their understanding of what is happening around the world in 2021. The brainstorm produced ideas such as spring, autumn, Olympics and Coronavirus. Keeping our target audience, The Blue Stars and guidebook intention in mind, the children decided to focus on Coronavirus.

Temporarily rewording our big question to help us unpack this step “How can we stay happy and healthy during the coronavirus in 2021”, we put an emphasis on social situations.

First, we collated a list of social situations relevant to The Blue Stars, visiting family, school, birthday parties, play dates and going out for dinner. We discussed how these can look similar or different during coronavirus in comparison to when the coronavirus is not around.

Next, the children worked together and discussed the happiness and joy that can still come from a lockdown birthday party or a lockdown special dinner. Suggesting that rather than playing with your friends at home, you can have an eye spy party over zoom or instead of going out to eat at a restaurant you can create a restaurant at home cooking yummy food with your family.

Then, individually, the children created a comic to represent their chosen social situation. Identifying the main points, drawing these with detail then adding written explanation of each scene. Adding in enough detail that if a Blue Star was having a birthday party, for example, they could read the comic and find out how to ‘make the best’ of it.

Lastly, and again individually, the children created a comic to represent their chosen social situation in times when Coronavirus isn’t around. They again, decided these would be best done individually as everybody has had a unique experience that is individual to them and their family.

The children jumped at the opportunity to use their gratitude skills to reflect on each of these situations and could showed their resilience during this time.

Step 3: We will inquire into what people did to stay happy and healthy in a range of historical times. We compare how are they different to what we do today.

This week the children explored three main times in history; Stone Age, Ancient Egypt and the Victorian Era. with the intention to understand how people of these times stayed happy and healthy, comparing these lifestyles to the ones we have today.

First, we explored through play, using our hands to create something unknown. As a team, we mindfully sifted through the dirt pile removing worms, rocks and twigs adding the pure dirt to a carefully laid tarp. Volunteers collected water, ash from a cold fire pit and oil from the kitchen. Once enough dirt was build up the children added water, folding the tarp over and mixing it together through stomping, squishing, dancing and laughter. Folding back the tarp revealing perfectly mixed clay, the children worked it with their hands adding a sprinkle of ash and a drizzle of oil. At this point children started to guess: could it be food? could it be cream? It was then revealed they were making Ancient Egyptian soap.

Then, setting the tone for the week the children compared the Ancient Egyptian way of washing hands with the way we do today. Using both version of ‘soap’ in a germ experiment to see which was more effective. It allowed for great discussion on similarities and differences between the ages rather than right and wrong.

Next, the children split into two focus research groups, Stone Age and Ancient Egypt. Each group was tasked with using books as research material to find information to answer this step. The children took notes each time they came across information that they felt was important to share with others to help with further understanding. The children learnt many facts and lifestyle choices of these times in history regrouping to share their findings. upon sharing their findings, they confidently compared it to what we do today pointing out any similarities or differences.

These comparisons will be a vital part of our guidebooks and the children are excited to continue their historical understanding.

Step 4: We will research how to write a guidebook appropriate for our target audience.

This week, we continued to explore moments in history, studied the features of guidebooks and began to frame our individual guidebooks answering our big question.

First, we extended our construction skills by learning how to square lash. Using this new skill we improved our Stone Age tools created last week reflecting on how this technique would make them stronger and fitter for purpose. We attached labels detailing the specifications and trade worth of each tool, relating to how they would assist to keep people from the Stone Age happy and healthy.

Then, we explored what chronological means and why it is important when creating a timeline of history. We investigated BC/BCE & AD, placing events from earliest to most recent. Individually we captured this learning on timelines detailing our favourite events from the Stone Age, Ancient Egypt, Victorian Era and the more recent past and near future.

Next, we studied the features of a variety of guidebooks with our target audience in mind, exploring their similarities. As a group, we decided which features were most important for us to use. This included contents, glossary and index pages. We wrote the headings for our contents page, being sure to include the learning from our previous steps. With this knowledge, we began successfully framing the structure of our guidebooks.

Completing the framing layout ensures we have enough space to include all of the information that we have learnt, helping us to progress forward to our first draft.

The making of Part 1: We will each create a draft guidebook.

This week the children took immense ownership over their work. Several children chose to work away during hours outside of project time including both free and provision play. A variety of factors made this a choice they wanted to make including their feeling of expertise, the independent nature which they can access the task and the sense of achievement and joy they are experiencing.

First, we explored our guidebook success criteria. The success criteria outlined all the information that we would need to be included in our guidebooks, differentiated to ensure success for each child. We looked at our plan to check that we would have enough space for the information adding as needed and ticking off when completed.

Then, we began our first draft. We recalled how a draft is simply that, we don’t need to worry about spelling or mistakes, we can correct all of those in our editing phase. We independently worked away sourcing information from the terms work. We used non-fiction books from the book area, notes and activities from our project books and information from our working wall. With all our efforts leading up to this moment it allowed for a smooth independent transition.

Next, those that were ready returned to their success criteria with a green grow pen methodically going down the list. Checking their guidebook to see if they had in fact included each element. If they hadn’t included it the children independently used their green grow to add in the information before having it double checked by an adult.

The draft guidebooks are looking spectacular and we look forward to next week where we will produce our final copy and present to the Blue Stars.

The making of Part 2: We will each create a final guidebook.

Taking the lead from the children, who last week chose to continue working on their guidebooks during provision and free play, we reshuffled the timetable to cater to this.

First, we went through our guidebooks with our 'green grow' pens deciding what information we had written in our draft met the success criteria and would be worth transferring to our final copy. We edited our work for correct spelling of 'red words' and key words, capital letters and full stops.

Then, we spent many resilient hours transferring our draft information to our final copy. This took meticulous measuring of space, ruling of lines, cutting of relevant images and lift the flap contraptions . This was a task that took an immense amount of grit, determination, perseverance and self belief. The children went through a full range of emotions during this time. Luckily our build up towards this end goal was so thorough that moments of fatigue were fleeting and the thought of sharing kept pushing us forward.

Next, we made a group decision which threw our timeline off course ever so slightly. The children were taking such care and time with their final copy that they were not going to be finished in time to show the Blue Stars. Collectively we decided we would show the Blue Stars the parts we had already finished. Using this as a learning moment allows us time to reflect afterwards and revisit the Blue Stars several weeks later to show our full guidebooks.