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Oak - Reception and Key Stage 1
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Terms 5 and 6 Project
Coastline
In the Coastline project, your child will use maps to learn about the location of the world’s seas and oceans and keys to learn about map symbols. They will also find out about the directions on a compass. They will learn about the human and physical features of a coastline, including the effects of erosion and how to stay safe when visiting the coast. They will have the opportunity to learn about the work of the RNLI, what happened to the SS Rohilla and about the coastal town of Whitby, including how Captain Cook is linked to the town. They will research the tourism industry and consider what features make a place a successful tourist destination.
| Maths
| Reception: Composition of numbers to 20; Mass and Capacity; Sharing and Grouping; Geometry (Position and Direction); Time KS1: Place value to 100; Mass and Volume; Fractions; Money; Time; Position and Direction |
| English/Literacy | Reception (Term 5): Jack and the Jelly Bean Stalk (Narrative); Katie and the Sunflowers (Narrative); How to Grow a Sunflower (Instructions) Reception (Term 6): The Rainbow Fish (Narrative); The Snail and the Whale (Postcard); Perfectly Norman (Narrative) KS1: The Song of the Sea (Narrative); This is How We Do It (Letter); Our Trip to the Beach (Recount); Storm Whale (Narrative) |
| Coastline Memorable Experience | Trip to Bournemouth West Beach |
| History | Jobs in the past; Significant people – Captain Cook |
| Geography | Maps, globes and atlases; World seas and oceans; Human and physical features; Locational language; Compass directions; Physical processes – erosion; Changes over time; Tourism |
| Science | Companion project: Plant survival This project teaches children about the growth of plants from seeds and bulbs. They observe the growth of plants firsthand, recording changes over time and identifying what plants need to grow and stay healthy. Companion project: Uses of materials This project teaches children about the uses of everyday materials and how materials' properties make them suitable or unsuitable for specific purposes. They begin to explore how materials can be changed. |
| Design and Technology | Companion project: Beach huts Strengthening and joining materials. Innovate Challenge: Design and create a wooden beach hut |
| Art and Design | Companion project: Flower head Analysing artwork; Exploring visual elements – colour, shape, form, texture and pattern; Significant artist – Yayoi Kusama; Drawing; Printmaking; 3-D forms Innovate Challenge: Creating flower sculptures |
| Computing | We are treasure hunters: We will begin to design and create algorithms, programming and debugging the floor robots. We are photographers: We will take photos using the tablets, and learn to store, organise and manipulate images. |
| PD/ PE | Dance; Gymnastics; Agility, Balance and Coordination; Athletics |
| PSHE | Staying Safe; Special People; Strengths and Goals |
| Religious Education | Memorable Experience: Visit to the Synagogue Judaism Is Shabbat important to Jewish children? How important is it for Jewish people to do what God asks them to do? |
Our PE days this term are: Wednesday and Friday.
Home learning
Homework will be set on a Friday. Home learning journals will be sent home to be returned by the following Thursday. Activities and reading logs can be accessed via our online learning platform, Learning with Parents.
Log on to TTRS or Numbots to practice your times tables and number bonds. Try to do this 5 minutes a day - it really makes a difference! Log in details can be found in your home learning journal.
Reading Books
We hope that you will be able to read with your child for at least 10 minutes per day. Children in Green phonics group will have 2 phonic books we are currently reading in class in their bags to read each night. Please ensure these are in your child's bag each day so they can be changed when we begin the next text.
Every Friday we will have a library session during which your child will choose a new reading book to take home or continue with one they are already reading. Books cannot be changed for a new text unless the previous one is returned.
What have we been learning?
English and Understanding the World
In English, we are learning to write intructions and will be teaching others how to make a bird feeder! We began by making our own bird feeders to hang in our garden. We thought about why this was important and how it would benefit the wildlife in our school.
Mathematics
Reception have been exploring numbers to 20. We have been counting to 13 and exploring the composition of numbers as 'ten and how many more?'
This week we combined maths with developing our gross motor skills by playing a bean bag toss game. Our aim was to get to 13 the fastest. Children tallied their own scores and played fairly.
KS1 are exploring place value to 100. We have been partioning 2 digit numbers into 10s and 1s and building these numbers with concrete resources.
We played a 'race to 100' game using a dice to move through the 100 square, counting on as we moved our counters to embed number patterns on the 100 square.
Expressive Art and Design
Our new project in Art is 'Flower Head'. We have begun our project by exploring the shape, form, and texture of flowers. We created observational drawings, focusing on developing our sketching skills.
Religious Education
This term, our Big Question is 'Is Shabbat important to Jewish children?'.
To begin our new project, we discussed the days of the week and if any days were special to us. What do we do on these special days and why are they special?
Our memorable experience will be visiting a local Synagogue.
Term 4
Our Big Question was 'Why does Easter matter to Christians?'.
Our memorable experience for this project was investigating Spring. We searched for signs of Spring in the outdoor environment. We discussed how Spring represents new life and how this relates to Easter.
We explored the Easter Weekend. We looked at hot cross buns and noticed they had the cross on them to represent Jesus dying on the cross. We made Easter Gardens ready to celebrate Easter.
Term 3
Our Big Question was 'Why was Jesus welcomed like a King or Celebrity on Palm Sunday?'. We investigated our Big Question by thinking about the royal family and how we would welcome someone special if they came in to school.
Term 2
Our Big Question was "Why does Christmas matter to Christians?". We learnt about the Nativity Story and went on a story trail to find out more. We discussed the meaning of Advent and what traditions Christians have during this period. We made advent wreathes and thought about the symbolism of these.
In Collective Worship, our current value is justice. We have started to reflect on stories from the bible that demonstrate examples of justice. We have thought about why it is important to keep on trying and how this makes us feel.
To begin exploring our new value, we discussed equality and how treating people fairly does not always mean treating everyone exactly the same. We demonstrated this by sharing blocks of all different shapes and sizes. Not everyone could have the same because all the blocks were different. We shared them as fairly as we could to make sure everyone was happy with what they had.
Matthew 21.12-13: …my Temple will be called a house of prayer. But you have turned it into a hideout for thieves. (Jesus turning the tables in the temple)
Micah 6. 9: What does the Lord require of you? To do justice, love mercy and to walk humbly with your God.
Matthew 5. 13-14: ‘You are the salt of the earth………… You are the light of the world.’
Last term, our value was perseverance:
Hebrews 12.1: Let us run with perseverance the race marked out for us that is before us.
Deuteronomy 13.6: The Lord your God goes with you; he will never leave you of forsake you
Prayer Space
In Oak Class, we have explored our understanding of prayer. Prayer space takes place each morning to ensure we start each day with an opportunity for reflection and spiritual development. We have calming music playing and use a candle to help us say our prayers. Here are some of the activities we have chosen to do in Prayer Space:
