Thursday, 9 December 2010
Friday, 3 December 2010
Wednesday, 1 December 2010
Tuesday, 30 November 2010
The Snow Queen: Mini Project.
The Snow Queen.
The Snow Queen (Danish: Sneedronningen) is a fairy tale by author Hans Christian Andersen (1805–1875). The tale was first published in 1845, and centers on the struggle between good and evil as experienced by a little boy and girl, Kai and Gerda.
We have downloaded the tale in three parts, as MP3 files. Please enjoy this tale with your children.
If we are only closed today, then make the most of the snow, if we remain closed and the weather gets worse perhaps create your own Snow Queen Project at home. This could invovle you building a snow queen in the garden, freezing colourful leaves in pools of ice, writing your own Snow Queen Story, painting and drawing illustartions to accompany the sound files, or just simply enjoying the story with a hot cup of chocolate while looking at the window at the snow falling down. Whatever you do, enjoy and bring the projects into school for us to see and display.
Remember, regular updates on the school will be posted on our website, fronter and blog.
The Snow Queen (Danish: Sneedronningen) is a fairy tale by author Hans Christian Andersen (1805–1875). The tale was first published in 1845, and centers on the struggle between good and evil as experienced by a little boy and girl, Kai and Gerda.
We have downloaded the tale in three parts, as MP3 files. Please enjoy this tale with your children.
If we are only closed today, then make the most of the snow, if we remain closed and the weather gets worse perhaps create your own Snow Queen Project at home. This could invovle you building a snow queen in the garden, freezing colourful leaves in pools of ice, writing your own Snow Queen Story, painting and drawing illustartions to accompany the sound files, or just simply enjoying the story with a hot cup of chocolate while looking at the window at the snow falling down. Whatever you do, enjoy and bring the projects into school for us to see and display.
Remember, regular updates on the school will be posted on our website, fronter and blog.
Snow Closure Day Project
The Snow Queen.
The Snow Queen (Danish: Sneedronningen) is a fairy tale by author Hans Christian Andersen (1805–1875). The tale was first published in 1845, and centers on the struggle between good and evil as experienced by a little boy and girl, Kai and Gerda.
We have downloaded the tale in three parts, as MP3 files. Please enjoy this tale with your children.
If we are only closed today, then make the most of the snow, if we remain closed and the weather gets worse perhaps create your own Snow Queen Project at home. This could invovle you building a snow queen in the garden, freezing colourful leaves in pools of ice, writing your own Snow Queen Story, painting and drawing illustartions to accompany the sound files, or just simply enjoying the story with a hot cup of chocolate while looking at the window at the snow falling down. Whatever you do, enjoy and bring the projects into school for us to see and display.
Remember, regular updates on the school will be posted on our website, fronter and blog.
Saturday, 27 November 2010
The Importance of Outdoor Learning.
We strongly believe that while situated in an urban environment, we can still provide our children the "space" to learn outdoors. We hope to continue developing our learning garden, providing the children with a space to pursue self chosen interests and skills.A space in which their ideas and creations can be seen and valued throughout, a space in which childhoodd is "celebrated".
As the winter sets in a new range of exciting and stimulating opportunities will open up to us, the exploration of frost, ice and snow, the considerations of how we can support the birds who visit our garden and opportunities for us to continue building and creating exciting investigations. Please help us celebrate the winter and the wide range of learning opportunities it provides by ensuring that your children have hats, gloves, warm coats and suitable shoes for enjoying the garden at this time of the year.
Thank you.
Building an Igloo. on PhotoPeach
Friday, 26 November 2010
Friday, 15 October 2010
Making Bird Feeders, a great weekend project.
Making bird feeders from recycled fruit shoot bottles on PhotoPeach
Wednesday, 29 September 2010
Monday, 20 September 2010
Alphablocks, A great find on the Cbeebies website.
Follow this link to a great online learning space:
Helping at home.
You can help me to learn by playing a snap game with me.
We need to make a set of cards with these number facts on them. (set A)
|
1 +1
|
2+1 |
3+1 |
|
2+2 |
4+1 |
3+2 |
|
1 +1
|
2+1 |
3+1 |
|
2+2 |
4+1 |
3+2 |
And we ned to make a set with these numbers on (Set B)
| 2 | 3 | 4 |
| 4 | 5 | 5 |
|
2
|
3 |
4 |
|
4 |
5 |
5 |
One of us has set A and one of us has set B.
To Play
We shuffle our set and hold them in our hands face down, we don’t peep at our cards!
We take it in turns to turn the top card from our hand and lay it face up in front of us.
If the card a person lays goes with the card on top of the other persons pile, to make 10, the first person to shout snap can pick up all their cards again and put them at the bottom of the pile in their hand.
Play goes on until one person has put down all their cards
The winner is person left with some cards.
I can get extra practise if you ask me questions like
“ We have already put 3 scoops of powder in baby’s milk. If we put 2 more how many will that be altogether”
Mathematics Curriculum Update: Essential Facts and Skills.
Essential Addition Recall Facts
| STAGE 1 | STAGE 2 | STAGE 3 | ||||||
| Facts All numbers to 5 | ALL pairs numbers totalling 10 | ALL facts to 10 | ||||||
| 2 | 3 | 4 | 5 | 9 + 1 8 + 2 7 + 3 6 + 4 5 + 5 | 6 | 7 | 8 | 9 |
| 1 + 1 | 2 + 1 | 3 + 1 2 + 2 | 4 + 1 3 + 2 | 5 + 1 4 + 2 3 + 3 | 6 + 1 5 + 2 4 + 3 | 7 + 1 6 + 2 5 + 3 4 + 4 | 8 + 1 7 + 2 6 + 3 5 + 4 | |
Essential Vocabulary
|
| Add, more, make, Sum, total, Altogether, One more, two more, How many more, to make..? How many is more than..? Take (away),leave how many are left/left over? How many have gone? One less, two less ..ten less.. |
|
| Plus, near, how much more is…? Subtract, minus, ten more… how much less is…? Half, halve, =, equals, sign. Count to/from Count on/back
|
|
| Addition, one hundred more, subtraction, one hundred less, tens boundary. |
Essential skills
| Stage 1 | Can partition a set of objects into 2 groups. | E.g. Can separate out 5 cubes into 4 and 1, 3 and 2 or cut up a number line into 4 and 1, 3 and 2 |
| Stage 2 3 for free | Can use and apply the commutative rule in addition. | E.g. Can use knowledge of 3 +2 = 5 to know 2+3 also = 5. |
| Can use and apply the inverse rule. | E.g. Can use Knowledge of 7+3 = 10 to know/work out 10-3=7 and 10-7=3. | |
| Stage 3 Finding al the relatives |
|
Literacy Curriuculum updates.
The Tiger Who Came To Tea: Stories with familiar settings.
This is the first of a block of four narrative units in Year 1. It builds on children's experience and knowledge from the Early Years Foundation Stage and introduces new areas of learning that will be developed during the year.
Learning Overview:
We will be exploring the story of, "The Tiger Who Came To Tea" by Judith Kerr. While exploring this delightful; story we will be focusing on these areas of learning:
- Supporting the children in their ability to identify where the story takes place, who is involved and what happens. Introduce the words 'character', 'setting', 'events'. Demonstrating how to apply word reading skills and strategies and involve the children in using these strategies themselves.
- To support the children in being able to identify the main events in a story and re-enact them by using, for example, props, pictures or puppets.
- To support the children in being able to identify and discuss a familiar experience in a story, for example, having a friend come round for tea, with the children making links between the story and with their own experiences.
- Provide time to explore imaginative ideas arising from this using of role-play, for example, having our own tea parties and using this play to stimulate emergent pieces of writing. To make a simple story plan, for example using a sequence of photos from the drama activity. To demonstrate how to write sentences to tell the story. To reinforce the application of spelling strategies and correct sentence punctuation. Make a class book.
- This learning project will conclude with each child creating a recount their own real or imagined experiences orally. They record their plan by drawing a sequence of pictures, then by writing sentence(s) to retell the story in writing. After the children have had time to plan, record and revise their ideas they will create their own stories inspired by Judith Kerr's, "The Tiger Who Came To Tea" and the learning experiences they have been involved in over these few weeks.
Learning Expectations:
We will expect the children to develop these skills:
1. Speaking
- Tell stories and describe incidents from their own experience in an audible voice
- Retell stories, ordering events using story language
2. Listening and responding
- Listen with sustained concentration, building new stores of words in different contexts
4. Drama
- Explore familiar themes and characters through improvisation and role-play
5. Word recognition: decoding (reading) and encoding (spelling)
- Recognise and use alternative ways of pronouncing the graphemes already taught
- Recognise and use alternative ways of spelling the graphemes already taught
- Identify the constituent parts of two-syllable and three-syllable words to support the application of phonic knowledge and skills
- Recognise automatically an increasing number of familiar high frequency words
- Apply phonic knowledge and skills as the prime approach to reading and spelling unfamiliar words that are not completely decodable
- Read more challenging texts which can be decoded using their acquired phonic knowledge and skills, along with automatic recognition of high frequency words
- Read and spell phonically decodable two-syllable and three-syllable words
6. Word structure and spelling
- Spell new words using phonics as the prime approach
- Segment sounds into their constituent phonemes in order to spell them correctly
- Recognise and use alternative ways of spelling the graphemes already taught
- Use knowledge of common inflections in spelling, such as plurals, -ly, -er
- Read and spell phonically decodable two-syllable and three-syllable words
7. Understanding and interpreting texts
- Identify the main events and characters in stories, and find specific information in simple texts
- Use syntax and context when reading for meaning
8. Engaging with and responding to texts
- Select books for personal reading and give reasons for choices
- Visualise and comment on events, characters and ideas, making imaginative links to own experiences
9. Creating and shaping texts
- Independently choose what to write about, plan and follow it through
- Use key features of narrative in their own writing
- Create short simple texts on paper and on screen that combine words with images (and sounds)
10. Text structure and organisation
11. Sentence structure and punctuation
Learning outcomes:
- Children can identify the main character and setting in a story using evidence from the illustrations and text.
- Children can write three simple sentences to tell a story.
- Children can re-enact a story, sequencing the main events and using phrases from the text.
- Children can identify the main character and setting in a story using evidence from the illustrations and text.
- Children can write three simple sentences to retell events based on personal experience.
This book has been a children’s classic since it was first published in 1968 by Judith Kerr. The story is about a little girl called Sophie, and her her mother, who have tea with a tiger. The tiger drinks all the tea, eats all the food in their house and drinks everything, including draining the water from the taps so that Sophie cannot have a bath! The tiger leaves her house, leaving a big mess behind.
Sophie’s father comes home and suggests that they all go out for a wonderful meal in a café. The next day Sophie and her mother go out to buy some food at the supermarket, including a big tin of tiger food, but the tiger never returns.
Judith Kerr was born in Germany. In 1933, when the Nazis came to power and Judith was thirteen, she and her family moved to the United Kingdom as Jewish refuguees. They were forced to leave because her father, the noted drama critic Alfred Kerr, was wanted by the Nazi authorities.
During the second World War, Kerr worked for the Red Cross before becoming an artist and a BBC televsion scriptwriter.
Kerr thought of the story after visiting a zoo with her three year old daughter. The book took a year to write and illustrate (Kerr also drew the pictures). The Tiger Who Came to Tea is one of the best selling children's books of all time.
In England, almost every city has a stage adaptation of this book. Children, including my daughter Naomi, love this book. She looks at the tiger and says “roar”. She also looks at each page and says what she sees in the pictures as the illustrations are magnificent!
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