Bedgebury Pinetum

Today we travelled to Bedgebury to explore the pinetum with our senses. The children had fun on their Senses Adventure.
Throughout the day the children took part in a number of activities including which included rainbow chips where they used their sense of sight to explore the variety of colours in the natural environment. The children matched the natural objects to a variety of colours and tones. They used listening jewels to concentrate and listen to the sounds of the pinetum. To encourage care, responsibility and teamwork the children used blindfolds to lead each other carefully to trees and avoiding obstacles and holes. They then used the sense of touch to feel the texture of the bark and smell it and some even decided to hug a tree or two. The children also went on scavenger hunts to develop language skills and to demonstrate the variety of texture and colour in the natural environment.

Planting

In science we have planted sunflower seeds. We decided as a class that they would need to be watered every day and they would need sunlight to grow too. Fingers crossed we end up with some lovely sunflowers.

Who does the trunk belong to and what is inside?

A massive trunk appeared in the classroom but we didn’t know who the owner was? So the children decided to use clues to predict who it might belong to and what might be in there? The only clues were the trunk itself and a tag with a royal seal.

As a class we decided that we would open the trunk to see if we could find more clues. The children were shocked to find so many pairs of Knickers inside! Not only did they find knickers but they also found the book ‘The Queen’s Knickers’ by Nicholas Allan. Of course we had to read it and the children then completed a book review on what they thought of it.

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What is colour?

Today the children started looking at colour in art. We named the 3 primary colours (red, blue and yellow) and found out they are special, as they cannot be made by mixing other colours together.
To support this the children looked at the artist Piet Mondrian as he mostly used primary colours in his artwork.
The children then had a go at creating their own version of one of his famous paintings by using geometric shapes mostly using horizontal and vertical lines. Here are just a few examples of their artwork, along with the original artwork.

Gymnastics

This term we looked at gymnastics and looked at at being able to balance and hold a number of different shapes. The children learnt, developed and applied these shapes and travelled on the floor and apparatus through focused skill development. These shapes included straight, dish, arch, tuck, pike, straddle and star shapes.

Man on the Moon

We began the term looking at the image of the man above and the children looked carefully at the image, identifying any clues they could find that might tell us something about him. This then led us onto thinking about questions we could ask him if we met him and we all composed letters to him. Thankfully Bob replied and answered some of our questions which allowed us to begin to build a picture about him but luckily he also left the book ‘Man on the Moon’ by Simon Bartram that we could find out more about him. This all allowed us to understand him more and think about adjectives to describe him.
After reading the whole book we learnt what a day in the life of Bob was like and with the use of a bit of role play to help remember the events of his day in the correct order. The children then looked at writing in the past tense and used this to pretend they were him in order to write a diary entry.

The children were so interested in the topic of space and ‘The Man on the Moon’ so we began to research the FIRST man on the moon. We looked at reading comprehensions to gather information and even looked at the ‘Little People Big Dreams book about Neil Armstrong’. We learnt all the key events of his life and noted this information down. With this information, we then created our own fact files on Neil Armstrong.

Geography – What is it like to live in the United Kingdom?

Within Geography this term we have focused on looking at aerial maps. We began the term by exploring atlases and other maps, including tube maps, local maps and maps of London. Then as a class we looked at google Earth to identify where in the world the United Kingdom is. We then zoomed into the UK, then onto the county of Kent, then closer still into the area of the Marsh. Then finally we zoomed into the aerial map of New Romney. The children then looked carefully at what features they could recognised which led them onto labelling a local map pf features they knew.

After this we then focused on aerial maps within school and looked at a basic aerial map of the classroom. The children used this to support making messy aerial maps of the classroom using a variety pf objects. They all had lots of fun deciding which objects would present different things within the classroom.

We then began to focus on the playground and identified the features we could see. In pairs we then created our own aerial maps with symbols to represent features we could see. We tried to use positional language to support our partners to ensure the features were located in the correct places. Some of the children were even able to create a key to identify what these symbols represented.

At the end of the term the children completed surveys on what they liked and disliked about the playground and identified some of the things they wished could be on there. Using these surveys the children then created their own aerial map of what they would like the playground to look like.