Usually, during Autumn, we would be in the hall doing gymnastics or dance. As we are stuck in our bubbles, we can only do PE outside or in our classrooms. The weather has been kind so far, so we have been doing games. This term we are learning Tennis. Our first 2 weeks has been trying to practise our hand-eye co-ordination and master the forehand.
First we need to practise bouncing and catching the ball:
In our first day in Forest school we used the Woodlands trust leaf spotter sheet to explore which trees we have in the Walkley Primary school grounds. The children collected them on a cleverly constructed leaf kebab!
After learning about environmental artists such as Andy Goldsworthy and Chris Drury using woodland materials to build and create 3D art and sculptures, we decided we would build our own twig sculptures. To do this we would need twigs from long to short. This was a perfect opportunity to show our skills in comparing and describing lengths.
The children were able to describe longest to shortest and when questioned, could describe which were longer and which were shorter.
Now the children are in year 1, they will have a mixture of play-based learning, a national curriculum delivered through our creative theme-based projects and a fantastic maths programme based on White Rose and Big Maths.
White Rose Maths
White Rose Maths is about building a completely new culture of deep understanding, confidence and competence in maths – a culture that produces strong, secure learning and real progress. Each area of numeracy is taught using varied fluency. This means that when a child understands a concept, it doesn't matter how they encounter it, they will use their mastery to answer the question. It is a scheme that encourages the use of manipulatives as well as pictorial examples. In this way, children learn each concept with concrete examples, pictorial examples and then finally understand it in an abstract way.
Children need to sort groups by characteristics before they count. The children were encouraged to sort objects into groups in a variety of ways:
Once objects are sorted, children begin to count from 1 to 10 to work out how many there are. The important learning objectives were to count one object at a time and to understand that the last number they count is the total amount. The Giants were encouraged to place the objects in a line to improve accuracy when counting.
Children learn that one object can be represented by another. For example, one elephant can be represented by one cube or counter. Also, a number can be represented by a manipulative: