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Church Lane, Doncaster, South Yorkshire, DN5 7EZ


Barnburgh Primary School

Learning to shine together


Spring 1-The Enchanted Woodland

This project develops children’s knowledge of British wildlife and woodland habitats. Children will observe and identify plants and animals, understand seasonal changes and appreciate the wonder of the woodland.

Our class text: Including The Gruffalo, Hansel and Gretel and Little Red Riding Hood.

Innovate Challenge - A Woodland Party for Mr Fox

4th February


Learning Intention: With support, follow instructions to perform simple tests and begin to talk about what they might do or what might happen.

Building on their prior knowledge of plants and what their parts are used for, the children learned the 3 things a plant needs to grow: light, the right temperature and water.

"If a plant doesn't have sunlight the petals or leaves start to turn yellow and it goes wonky to try and find the light" (Ralph)

"Plants need water so that they can suck up the nutrients from the soil" (Buddy)

The children were encouraged to think about the season and the weather conditions during February. Using their knowledge, they were able to talk about what may happen if we placed some plants inside and some outside.  They were also able to identify that plants may grow better indoors  as it is warmer than outside.

" I think that the plant we put inside will grow better because its warm and there is sunlight at the window." (Isabel) 

"The plant in the playground might not grow because its winter and very cold. Plants need a warm temperature to grow" (Eddie)

By the end of the lesson, the children had all planted a seed and could discuss what might happen when some plants are kept inside and some are left outside.

4th February 


The children took a trip down to Bluebell Wood. They were encouraged to use their bodies to create animal and plant like shapes. They were very creative and could use different parts of their bodies to act as parts of plants and animals. The children used their singing and acting skills to join in with familiar rhymes and stories. Some friends even had the confidence to sing/act independently. 

To end the session, some children acted out the story 'The Enormous Turnip'. They were really imaginative and worked well as a team to pull up the giant turnip!

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1st February

PE- Owls-a-hunting

Learning Intention: To participate in simple playground games, following the rules.

Prior to the game, the children were introduced to prey and predators. They were able to understand that:

Prey are animals that are hunted and eaten by other animals.

Predators are animals that hunt and eat other animals.

As a class we discussed different predators and their prey.

"Birds are predators because they like to eat worms" (Nathan)

"Owls are predators and mice are prey" (Florence)

"Foxes like to eat rabbits. The fox is the predator and the rabbit is prey" (Charlie)

The children decided that they would like to pretend to be owls and mice during the game.

The children (mice) were encouraged to move in different ways including skipping, jogging, jumping, leaping and side stepping.  When caught by the owl, the mice then found the safe spot (habitat) and completed 10 star jumps or squats before returning back to the forest. By the end of the session, the children had participated in a simple playground game and were able to follow basic instructions when modelled.

27th January 


Learning Intention: Talk about what they have done and say, with help, what they think they have found out.

First the children predicted what would happen when the pine cone was place in water.

" I predict that the water will turn brown" (Isabelle M)

"I predict that the pine cone is going to close up" (Joseph)

"I predict that the pine cone will sink" (Zephyr)

We then carried out the experiment and gently placed the pine cone into luke warm water.

The children observed closely and were able to explain what was happening to the pinecone and why it was happening.

"I think that its closing up so that it doesn't go soggy because wood goes soggy when it gets wet" (Buddy)

" The pine cone is closing up because of the water" (Alfy)

" I think that its closing up to protect itself from the water." (Fletcher)

25th January

Design and Technology

Woodland Treats

Learning Intention:  To select healthy ingredients for a woodland treat.

The children worked as a class to sort a variety of healthy and unhealthy foods.

" It is okay to have chocolate and crisps as a treat but not all the time as they have lots of sugar and salt in them" (Eddie)

"Fizzy pop damages your teeth" (Ralph)

"Milk helps your teeth and bones grow strong (Joseph)

They were encouraged to think about their hygiene and were able to explain that before touching food they should wash their hands with soap. Once they had done so, they selected and prepared a variety of healthy ingredients to create their own woodland treat.  They were able to explain the reason they had chosen the healthy ingredients and recognised importance of a varied diet.

24th January


Learning Intention: To follow instructions precisely to carry out an action.

The children were encouraged to follow a simple set of instructions to draw their own person. Once they had followed the instructions, they shared their drawing with the rest of the class. The children identified that every picture looked different even though they had followed the same set of instructions. They noticed that this was because the instructions weren't very clear e.g. draw three arms. The children worked with Miss Machin to change the instructions so that everyone's person would look the same. By the end of the session, all children were able to follow a set of instructions to carry out an action.

21st January 


Living, never lived and was once alive

Learning Intention: To observe objects, materials, living things and changes over time, sorting and grouping them based on their features.

The children used their knowledge and observations to sort a range of images into those that are living, those that have never lived and those that were once alive.  Throughout the session they were encouraged to explain how and why they had grouped each item. Some children weren't as secure with the items that were once alive such as meat or fruit/vegetables. However, after this was explained, the children had a more secure understanding of items that were once alive and could confidently explain items that were living or never alive.

20th January

Design and Technology

Learning Intention: To select and use a range of materials, beginning to explain their choices.

The children selected their own crown template and resources. They carefully cut out their choice of natural images and were able to explain how they were going to use them. Some children made beautiful patterns whilst others designed them differently. The children were encouraged  to select their method of sticking e.g. sellotape, masking tape or glue and explain why they were using it. By the end of the session, all children had persevered with sticking methods and could justify why they had changed their method to make their crown stronger.

"Sellotape is stronger than the glue. It keeps popping open with the glue" (Nathan)

13th January

Design and Technology

Learning Intention: To construct simple structures, models or other products using a range of materials.

The children worked in pairs to design a nest or den for a woodland animal. They went on a hunt to find lots of natural objects and begun building.

Sellotape, string and elastic bands were provided to support them with making their models stronger. They were encouraged to explain why they were using these resources. and how they were placing objects to create their desired effect.

"This stick is really tall so i will be able to lean the other sticks against it" (Louie)

"If i get lots of leaves and pile them on top of each other, I can make a really comfy nest for a bird" (Charlie)

"I'm going to put sellotape around it to make it stick together and then it will be stronger" (Cerys)

"We used string to tie the top of our den because it kept falling down. Its very strong now" (Owen)

By the end of the session, the children presented some amazing nests/dens using a range of materials and were able to explain how they had created it/what they had used.

11th January 


Learning Intention: To ask simple scientific questions.

To start with the children recapped their knowledge of animals that live in a woodland area. They were encouraged to speak about their features, what they eat and which part of the woodland they live in. Once they were familiar with the animals, the children were encouraged to ask their friends simple questions to figure out the animal stuck to their back. By the end of the session, they understood that questions can be answered in different ways. Some children asked questions that prompted a yes or no answer and some asked questions that required more detailed answers.

Some of the questions include;

Where does it live?

Does it have wings?

What does it eat?

Does it have claws?

Does it have feathers, fur, spikes or smooth skin?

10th January


Learning Intention: To understand what an algorithm is.

The children were introduced to the new vocabulary 'algorithm'. Miss Clark explained that an algorithm is a clear set of instructions used to carry out a task. To understand the concept, the children were encouraged to think about how they get dressed in a morning. Some children explained that they put on pants first whilst others said that they put on their t-shirt first. Some of the children were able to identify that it doesn't always matter which order they get dressed in but sometimes it does. 

"You cant put on your jumper before your t-shirt" (Ralph)

Working in pairs, they dressed a cartoon character. Every time they added a piece of clothing they were encouraged to write it down to create an algorithm.

The children then exchanged algorithms and followed each others instructions.

By the end of the session, the children were able to explain what the term 'algorithm' meant.

" An algorithm is instructions" (Jasmine)

"Sometimes they are in order and sometimes they're not" (Owen)

7th January


Linking to our topic, The Enchanted Woodland the children visited Bluebell Wood. They were encouraged to join in with woodland themed songs and use their bodies to resemble animals, trees and other living things. The children were very imaginative and were particularly enthusiastic during the stick song, moving their bodies in different ways to resemble a tree moving in the wind.

They children even came across a cute little pixie who was hiding in a quiet, dark place. They tiptoed round the wood and used their super senses to find where she was hiding.

7th January 


Learning Intention: To observe objects, materials, living things and changes over time, sorting and grouping them based on their features.

As a class we used our knowledge and observations of animals to sort pictures into those that live in a woodland habitat and those that live in homes.  The children were then encouraged to use a simple database to sort the animals in their books. By the end of the session, the children were able to discuss how they had sorted the animals. Some children even identified animals that can be found in the wild or in peoples homes. 

"A rabbit can live in a house or it can live in the woodland." (Thomas)

"Some people have a mouse as a pet but they live in the woodlands too." (Zephyr)


6th January


The children observed bird life on the school grounds.  They used bird watching information sheets, videos, leaflets and books to learn more about the different species. They were then encouraged to count how many birds they could see, making simple records (tally charts). We held a class discussion to talk about how many they saw and what they saw the birds doing.

" I saw birds flying to their nests" (Nathan)

"Some birds were looking for food on the ground" (Jasmine)

"Birds like to look for worms in the ground but its icy today and the ground is hard" (Louie)

6th January


Working together, the children chose a tree to befriend. They were encouraged to circle it with their arms, smell it, touch its bark and take a close look at its branches and leaves. They took rubbings of its bark, collected a few of its leaves and took a photograph of their tree to help with identification. They  also used simple measuring equipment to measure their tree in cm and were given support to calculate this from cm into years.

"Our tree is 63 years old" (Pearl)

"The bark is bumpy and has lots of holes" (Elliot)

Once they had gathered the information needed, the children were introduced to the key vocabulary ‘evergreen’ and ‘deciduous using a range of sources e.g. books, videos and websites. The children were able to demonstrate their understanding by sorting a variety of tree pictures into evergreen and deciduous. Back in the classroom they made a booklet including lots of information about their tree.

"Deciduous means that it loses its leaves when its Autumn" (Jaxon)

"Evergreen means that it doesn't lose its leaves in Autumn or Winter" (Fletcher)

"Evergreen leaves have wax coats to protect them in the winter" (Owen)

6th January 


We visited Walts Wood and enjoyed a walk outside, using our super senses to observe nature’s beauty and magic. In a small bag, the children collected fallen treasures they found along the way, describing and comparing their colour, shape and size. The children were encouraged to describe their surroundings and take digital photographs of interesting things, such as tree bark, leaves of different shapes and sizes, wildflowers or nuts and seeds. We found a tiny pair of wings, a sprinkle of fairy dust and a mysterious little spell book. We were all very excited at the thought of real fairies at our school.

"The leaves are rotting because they've been on the ground a long time" (Louie)

"The trees are empty but in spring they'll have lots of new leaves again" (Eddie)

"A fairy has left its home. We have to be quiet and it might come back to visit. Fairies don't like loud noises" (Marnie)

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