Spring 1

UK | United Kingdom | United Kingdom Song | A Geography Song About the UK and its Capitals

In geography we have been exploring the four countries of the United Kingdom, England, Scotland, Wales and Northern Ireland.

We've used this song to learn the capitals and countries

In this PE lesson, the children were learning to send and receive a ball with their feet. They developed the skill of placing their foot behind the ball to cushion it and to watch the ball as it came towards them.

On Tuesday we had Reuben, a tennis coach from Courtside at Hillsborough Park, come into school to do some taster sessions. The children absolutely loved it!

In this forest school session, we took geography out of the classroom and the children made top down maps of the school and its surrounding area using natural materials.

As usual, we had a very wet forest school week. In this session, the children were using natural materials as maths manipulatives to demonstrate teen numbers.

We love it when children are inspired by learning from school and engage in activities with you at home!

In our PE lesson we were developing receiving a rolling ball and tracking skills. The children had to practise a lot of team-based skills such as checking the receiver is looking at you before passing. They needed to move from the ready position to track the ball. They also needed to watch the ball and get their bodies behind it by moving their feet as it came towards them.

The Witches group reading their Beegu description.

The year 1s have been learning how to use 'and' to join sentences. They have written a description of poor Beegu, who is lost.

'Wet' by Shirley Hughes

The children have learned the poem 'Wet' by Shirley Hughes off by heart. We used our own system of body movements in order to help us remember it.

In today’s history lesson, the children learned the details of how the great fire of London started. We also discussed the reasons why it spread and went on for so long. We talked about Samuel Pepys diary and how it helped us know what happened even though it was over 350 years ago. The children were able to order the events of those three days.

Bears reading Beegu description

The year 1s have been learning how to use 'and' to join sentences. They have written a description of poor Beegu, who is lost.

In this step, the children extended their learning from the previous session by exploring the numbers 14, 15 and 16. They practised matching numbers to different representations using cards that showed each number written in words and numerals alongside visual representations. As before, the children were encouraged to make 14, 15 and 16 using a range of practical resources that clearly showed the “10-and-a-bit” structure. Ten frames, Numicon, cube towers, and Rekenreks helped them to see a full ten and the additional ones, supporting their understanding of place value. This learning was important in preparing them for future work on addition and subtraction. The children were also challenged to compare these numbers with 11, 12 and 13, discussing similarities and differences to deepen their understanding.

Our reading buddies sessions offer substantial benefits for both younger and older students, including improved reading skills, boosted confidence, enhanced social-emotional growth (empathy, patience, leadership), increased motivation, and stronger school community connections, all through personalized, fun, cross-age peer support. Younger kids get one-on-one help, while older kids practice fluency and responsibility in a less intimidating way. The Charlies were fantastic with our class and the Posties absolutely love it!

This term we are exploring sending and receiving. In this first lesson, the children were developing rolling and throwing a ball towards a target. They needed to bend down low using their opposite foot to the arm they used with steps forward. They learned to point their hands towards their target.

In Maths today, the children developed their understanding of the numbers 11, 12 and 13 by exploring them as one full ten and some ones, or “10-and-a-bit”. They began by representing 10 on a ten frame and then used a second ten frame to extend this to make 11, 12 and 13. The children practised building these numbers using a range of practical resources, including ten frames, Numicon, cube towers, Rekenreks and Dienes, which helped them to clearly see one full ten and part of the next. This hands-on approach supported their place value understanding and helped lay important foundations for future learning in addition and subtraction.

Last term, the children explored a range of toys that could stand unaided, discussing how they were made stable, the materials used, and their purpose. They examined how different shapes, legs, and joining methods helped toys to stand safely and securely, before drawing, photographing, and labelling examples. Through a carousel of focused activities, the children practised key skills such as building stable structures, developing scissor control, and joining materials safely using a range of techniques. They then discussed who their toy was for and agreed on simple design criteria, such as the toy needing to stand on its own and be strong and stable. Working in pairs or small groups, the children shared ideas, created plans and mock-ups, and measured sizes before constructing their own 3D freestanding animal toys. Throughout the process, they followed safety guidance, evaluated their work against the design criteria, and discussed how their models could be improved next time.

Beegu is not supposed to be on Earth. She is lost. She is a friendly little creature, but the Earth People don't seem very welcoming at all. The children created a freeze frame and with a little help, were able to express the characters thoughts and feelings.

This term in history, we are learning about the Great Fire of London. In this lesson, we explored how life today differs from life in 1666, including the ways people lived and the jobs they did. We also discussed how fire safety has changed over time. The children learned about the limited fire-fighting equipment available in 1666 and the absence of an organised fire service. To reinforce their understanding, the children completed a sorting activity, deciding whether images showed modern life or life from the past.

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