Summer 1- Paws, Claws and Whiskers
We looked at different food packaging and how it would attract different audiences. We then looked at different designs for a tin of tiger food and created our own. We also wrote down different ingriedents that could be in the food.
The children worked together to create large scale animal paintings. The children were encouraged to explore pattern, texture and colour as well as different materials.
We created an imaginary version of a familiar pet. We planned and made a model of their new design, changing aspects such as its colour or markings. We looked at the artist Jenny Foster for inspriation.
A Rumble in the Jungle Talk for Writing.
Year 1: Our new topic is Paws, claws and whiskers and we are using the text The Tiger Who Came to Tea in class. During drama, we had a tea party linking to the text we are using in class. The children had their warm up activities and were encouraged to use the musical instruments to support with singing and actions, the children are encouraged to use their facial expressions to support their learning.
Engage: We were very lucky to have a virtual animal experience in Year One. We saw
- Bernard (Guinea Pig)
- Cecil (Guinea Pig)
- Lois (Chinchilla)
- Hetty (Horsefield Tortoise)
- Maria (Leopard Gecko)
- Obi (Blue Tongue Skink)
- Monty (Royal Python)
- Scar (Bearded Dragon)
- Bianca (Chilean Rose Tarantula)
The children were eager to ask questions and find out all about the information about the animals. They were kind and considerate towards Julia on Zoom and the animals so they didn’t scare them.
Engage- Animal tea party. We came to school dressed as our favourite animals. We made animal art picures, animal movements and we looked at carnivores, omnivores and herbivores We then made healthy fruit kebabs and listened to our new class text 'The Tiger Who Came to Tea'. It was a really fun day!
During our Engage day we looked at different pieces of animal art. We discussed what tools might have been used and how the art was created. We spoke about crayons, pastels, paints and sketching pencils. We discussed what shapes we could see and how we could create that piece of art through observations. We used simple artistic vocabulary to describe. The children were encouraged to choose an animal piece of art and use a range of materials to create their own version. The children planned their learning then had a go of making it even better in their sketching books. The children were able to identify different features of their drawings and evaluate how to make it better. We also looked at various animal movements and spoke about the vocabulary linked to the subject.