Autumn 2- Bright Lights, Big City
Learning Intention: To describe a significant historical event in British History.
The children listened to the story ‘The Great Fire of London’. They were encouraged to recall the information they had retrieved from the text using a quickfire quiz. They then worked in pairs to sequence and describe the event. By the end of the session, the children were able to confidently speak about The Great Fire of London and recognised it as a significant historical event that affected many people.
"The fire started at the bakery on pudding lane" (Isabelle G)
"The fire came from the oven" (Jaxon)
"St Pauls Cathedral and the houses made of wood were destroyed in the fire" (Louie)
"The buildings burnt very quickly because they were made of wood" (Buddy)
"The fire stopped when it reached the River Thames" (Isabella V-H)
"Thomas Farriner was a baker in London" (Austin)
Learning Intention: To name and describe the purpose of human features and landmarks.
The children recapped their knowledge of human features and landmarks during class discussion.
“A landmark is a building or statue that can be seen from far away” (Joseph)
"A human feature is something that has been built by a human" (Isabel F)
They were then introduced to some of London’s most famous landmarks and their purpose. By the end of the session, the children were eager to demonstrate their understanding by naming the landmark and explaining its purpose to their peers.
“The purpose of Big Ben is so people can see the time” (Eddie)
“London Eye helps people to see all of London” (Jaxon)
“The Royal Albert Hall is for people to play music” (Isabella N)
Learning Intention: To listen to and repeat short rhythmic patterns.
The children were encouraged to listen to and repeat various different rhythms using clapping. Miss Clark modelled a clap; the children listened and then repeated the same rhythm. Once they understood the concept, they worked in pairs to create and repeat simple rhythms. To further demonstrate their understanding, the children were given the opportunity to play the rhythm/name of their favorite animal on a musical instrument. The other children were encouraged to guess the animal by listening for each sound in the word. E.g. dog would be two claps.
Children in Need
In Year 1, we spoke about the importance of Children in Need and raising awareness for others
who may need more support. The children showed compassion for others and were eager to talk
about how we can help. The children joined in and watched the dance competition and then they
made Pudsey pictures and masks. It was a lovely fun-filled day.
We had lots of fabulous entries for the Key Stage One dance competition. Our judges took their
role very seriously and they finally came to a decision regarding the winners in Year One.
Well done to everyone who participated.
World Nursery Rhyme Week
Year 1 have enjoyed singing lots of nursery rhymes this week with a focus on the 5 songs chosen for World Nursery Rhyme Week. Nursery rhymes provide the opportunity to develop children's speaking, listening and reading skills.
The 5 rhymes for 2021 are:
Head, Shoulders, Knees and Toes
Incy Wincy Spider
Wind The Bobbin
Down In The Jungle
The children were encouraged to familiarize themselves with the nursery rhyme by reading the lyrics and listening. They were then given the opportunity to perform as a class.
To start the week, we discussed anti-bullying week and why it is important to raise awareness of bullying. On Monday, the children wore odd socks. They were able to demonstrate their awareness of being an individual and shared ideas of how they were different to others.
"We all have different hair colour and eye colour" (Jaxon)
"Some people are taller and some people are shorter" (Zephyr)
"Some people wear glasses" (Owen)
During circle time, the children were encouraged to think about how kind and unkind choices may affect people. We looked at several scenarios and discussed why the choice was kind or unkind.
“If someone falls down, you could help them up” (Isabella V-H)
“You can smile at someone to make them feel better” (Pearl)
“its kind if you share with your friends” (Joseph)
“Pushing is unkind because someone could get hurt” (Bella N)
“It is kind to help your friends when you tidy up” (Fletcher)
“it’s unkind if you don’t let your friends play a game. It will make them feel sad” (Buddy)
“Saying unkind words to people will upset them” (Charlie)
To end the week, the children were encouraged to think of kind words linking to the ‘one kind word ‘theme. The children were able to come up with a variety of kind words and these were presented on the board. Once we had shared our ideas, the children selected the word that best described them and created their very own anti-bullying superhero.
By the end of the week, the children were confident with kind and unkind choices and were able to discuss the importance of being themselves.
Learning intention: To identify the characteristics of a settlement.
The children were encouraged to recap the characteristics they had discussed in the previous geography lesson a few days before. They were all very knowledgeable in this area and were able to point out the key characteristics when looking at a big picture. Miss Clark modelled using google earth to find London and spot some of the characteristics. The children were then given the opportunity to explore London on the iPads, where they were able to identify and describe the characteristics of London.
" A settlement is a place where people work and live" (Marnie)
"A city is a big settlement where people work and live" (Louie)
"London is the largest settlement in the United Kingdom" (Fletcher)
LQ: What is a good Samaritan?
The children were introduced to the bible story ‘The Good Samaritan’. They listened carefully to Miss Machin reading the story and were keen to discuss what they had learnt through class discussion. Miss Machin encouraged the children to think about what is meant by ‘good Samaritan’.
“A good Samaritan is someone who is helpful” (Eddie)
“They are kind to everyone” (Thomas)
By the end of the session, the children were able to demonstrate their understanding of a 'good Samaritan' by producing a piece of art explaining what they may do to help others.
Learning intention: To identify the characteristics of a settlement.
The children were encouraged to think about the definitions of settlement and city. They discussed this with their peers and then listened to the correct definition. Throughout the session, the children were introduced to the key characteristics of a settlement and were encouraged to describe them. By the end of the session, the children were able to demonstrate their ability to identify characteristics by working in small groups to label big pictures of London.
Learning intention: To use a range of tools to create a desired effect.
Miss Clark explained to the children that during computing we were going to be drawing an image from the story ‘The Three Little Pigs’. The children were shown how to use tools to create different effects and where to find them on the toolkit. This encouraged the children to think about the tools they would use for each part of their picture. The children were then given the opportunity to use their previously learnt techniques and tools to create their image. By the end of the session, the children were able to explain the tools that they had used and presented amazing images.
The children paid for a ticket and hopped on to a big red bus to London. They were encouraged to join in with the song 'The wheels on the bus'. When they got to London, they explored the city by pretending to eat dinner in a cafe, seeing the sights from the London Eye and listening to the Big Ben chime. We then thought of different ways we could move along to the song 'London Bridge is Falling Down'. The children showed great imagination when joining in with the session.
LQ: What are the physical features of the UK?
The children were introduced to physical features through a video, which provided them with useful explanations of each physical feature, as well as various pictures. They were then given the opportunity to use basic geographical vocabulary to identify and describe physical features during a class discussion. To develop their understanding, the children took part in a quiz to see if they could identify the features before labelling them as a group.
The children were encouraged to share their knowledge of Remembrance Day through a phase assembly.
" Remembrance Day is to remember all the soldiers who fought in the war"
"The soldiers died in the war"
" On Remembrance Day we are quiet for 2 minutes to remember the soldiers"
" Poppies are the flowers that came up on the field where the soldiers died"
The children were encouraged to learn the ‘Poppy Poppy’ poem and we spoke about the significance of the poem as well as producing collage poppies.
By the end of the session, the children were able to speak confidently about why we support Remembrance Day and wear a poppy on our clothing.
LQ: How do you identify patterns in daily and seasonal weather?
The children were encouraged to discuss their knowledge of seasons and types of weather that we experience in the UK. They then worked in small groups to sort pieces of clothing into the seasons that they may be worn in.
“In summer you will need to wear a t-shirt and shorts to keep you cool” (Ralph)
“In autumn you will need to wear your wellies because it rains a lot” (Florence)
“In winter you will need a hat, gloves, a scarf and a coat because it is cold and sometimes it gets very icy” (Louie)
“In spring the weather gets a little bit warmer and there’s lots of rain to help the flowers grow” (Isabella)
“When there is a rainbow its because there is rain and sun at the same time” (Pearl)
Once the children had developed their understanding of seasons and weather, they worked in small groups and role-played weather forecasters. They were able to discuss the weather in Barnburgh during the afternoon as well as predict the weather for later on in the day. The children were able to give a little insight into what you may need to wear today if you were going outside.
World Science Day
LQ: How do you perform a simple test and observe closely using simple equipment?
Year 1 took part in a simple science experiment 'Rain Cloud in a Jar' linked closely to our topic lessons. They worked as a class to follow the instructions and prepare the equipment needed to perform the test. Prior to the experiment they made predictions of what they thought might happen when the blue solution was placed into the shaving foam.
"I predict that it will fizz out of the cup"
" I predict that the foam will sink to the bottom and the water will come to the top"
"I predict that the water and foam will turn blue"
They then used simple equipment to observe and were encouraged to discuss what was happening as the solution entered the foam and water mix.
"The blue water is going through the foam and it looks like rain"
"The blue water is sinking through the foam"
LQ: Where is each country in the United Kingdom and their capital cities?
The children were introduced to the four countries of the UK and their capital cities through the use of a song ‘The United Kingdom’. They were then introduced to the atlas and shown how to identify and locate them on a map. Once the children were familiar they worked as a class to create a colour key and labelled the map of the UK. They children were eager to share their new knowledge with peers and were able to recall this information during Geography the next day.
LQ: How do you play simple rhythms on an instrument?
The children listened to a piece of music ‘Can’t stop the feeling’ by Justin Timberlake and were encouraged to listen for the pulse of the music. They then clapped along in time to the pulse.
Once they were familiar with what they were listening for, Miss Clark modelled using an instrument in time to the music. the children were then given the opportunity to play an instrument to the pulse of the music.
The children were encouraged to come to school dressed in their favourite party clothes. Throughout the day, the children engaged in various tea party activities, created a themed environment and ended the day celebrating with a class tea party. They were encouraged to think about what the royals would discuss during their tea parties and have a go at dancing to royal themed music.