Author: Mrs Freeman

In class, we often take photographs of the children and their learning. We use these images as part of our school displays and in other printed publications like the school website.  Every time we take a photo of a child or a piece of learning, we ask the individual for their consent. The children, in Year 1, are getting used to hearing “Is it ok for me to take a photo?”

Regularly asking for consent means the children are becoming familiar with these type of questions and more aware that they have a right to say no.

Can I take a photograph of your learning, Tom?

Yes, that’s  ok.

Thank you.

 

Every day, when the children arrive at school, there is always a task to complete. Today’s task was to create monsters. Using three coloured fingerprints, the class had to design creatures. As you can see from the photos below, we had some very interesting additions to our class!

For our writing lesson, the children listened to the sound of fire. They had to describe what they could hear.

I can hear the fire crackling.

I can hear a sizzling sound.

Next, we listened to the sounds during The Great Fire of London.

I can hear people shouting.

I can hear buildings falling down.

I can hear water splashing on the fire.

For their task, the class wrote sentences about The Great Fire of London. Here are a few examples.

To end the day, Mrs Burgess enjoyed a firework art lesson with the children.

Using pattern, glue and sequins the class created their own firework pictures.

 

 

Continuous provision forms an important part of effective practice in KS1 and well planned activities support, enrich and extend learning throughout the whole year. By giving the environment and our routines careful thought, not simply replicating Reception but refining it and moving it on, we can enable children to build on their EYFS experience.

Currently, the children are enjoying being historians. Therefore, we have linked the challenges in the areas to The Great Fire of London. Over the next few weeks we will share examples of the children accessing the learning in the areas. For now, here are some photos of our new challenges.

Maths

In class, the children have just been introduced to part-whole models. They have been placing objects into part-whole models in a variety of ways, using the terms “part” and “whole”

History, Reading and Oracy

Pudding Lane Bakery

Oracy is the ability to express yourself clearly and communicate with others effectively through spoken language. A key part of oracy is for children to think carefully about the language they’re using, and tailor it to their subject, purpose and audience. Oracy involves embracing different speaking skills, such as:
Discussion: exchanging ideas with others
Instruction: telling someone what to do, or explaining facts
Dialogue: having a conversation with someone, listening and showing an interest in what they say
Oracy isn’t, however, just about being a good talker – or talking lots. It also includes listening to others, and responding appropriately.

In order to stimulate conversations, we have added different resources in the shared areas. These are already developing the children’s curiosity and initiating oracy.

As part of history, the children are learning to sequence events. This activity involves ordering a timeline of the fire. The children are developing an awareness of time and chronology.

 

In Year One, we have started our history based learning all about The Great Fire of London – a significant event from the 17th century. Throughout this exciting topic, the children will discover how people lived in the past and the changes and consequences brought about following this catastrophic event. They  will also continue to build on learning from the Foundation Stage, exploring changes in their own lives and the way of life of their family or others around them.

We began our lesson with two questions.

What is history?

What is the past?

Cavemen are history.

Dinosaurs lived a long time ago.

I think it is something old.

My dad was born in the past.

Next, we had great fun looking at (and trying on) some different costumes. The children were asked whether they thought the outfits were from the past or not. Also, we discussed whether they had ever seen each costume.

Below, we have a fashion show – new and old- presented by Year One!

We had some fantastic responses.

 

 

African drumming is proving to be a huge success in Year One. The children are enjoying learning about the African djembe hand drums. As each child plays on their hand made drum, they discover a whole world of history, tradition and culture – not just by passively listening or reading, but by actively playing and participating.

This way they really experience the ethnic tradition and culture of West Africa.

 

 

What are Finger Spaces?
Finger spaces refer to the amount of space that needs to be left between words so that they can be read as individual units of meaning. Young children learning to write are first taught to put their finger on the page in between each word, to create the necessary spacing. This is an important skill and a Year 1 objective. By the end of Year 1, it is expected that all children will use finger spaces in their writing.

How Can You Encourage Children To Use Finger Spaces?
In class, we have various strategies to encourage finger spacing. These include:
Modelling the Use of Finger Spaces
Demonstrate using finger spaces when writing on the board by placing your index finger between words. It is important to exaggerate these spaces when demonstrating to help children to understand why there is a space in between each word.

Finger Space Tools
Providing children with a finger space tool for them to use instead of their finger. Have children place the tool in between each word to help them learn to place the correct amount of space between words.

Use Reminders and Prompts
Place writing prompts and fun reminders on children’s desks if they are forgetting to use finger spaces in their writing. Visual supports not only help children use finger spaces when writing but also act as visual reminders.

Today, the children were asked to try to read some sentences that did not have spaces between the words. This was tricky!

This activity helped to increase awareness of why spaces are necessary.

Ask the children to look for items at home that could be used as finger spacing tools.

In maths, the children have been learning to use the language ‘equal to, more than, less than, fewer and  greater than‘ to compare objects.

I know that 5 is less than 7 and 7 is greater than 5.

In our first lesson, the children struggled a little with this concept. So, today, we used some real life objects to help us to compare.

 

Try this one at home with your child. It may help to draw pictures.

Mrs Freeman has 7 apples in one hand. She has fewer apples in the other hand. How many apples could Mrs Freeman have in her other hand?

In PE today, Year One were learning how to move at different speeds.

We enjoyed moving like different animals, moving at different speeds and moving on the spot. The children could explain how to sprint and jog and they described how their bodies felt whilst doing these activities.

I feel out of breath when I run fast.

My legs get tired.

My heart is beating fast.

I feel very hot.

Running fast is hard work.

 

On Friday, the children were asked to get creative for their homework. Having read an autumnal poem in class, they then had to spot some signs of Autumn whilst out and about.

Mrs Freeman and Mrs Taylor have both enjoyed some leaf crunching walks this weekend.

We have already received some great examples of super learning in the outdoors. So far, we have seen crafts, pictures, models, colour mixing and some impressive writing!

We look forward to seeing more throughout the week.

Don’t forget that homework can be emailed to us and is celebrated in class every Thursday.

jackiefreeman@spherefederation.org

carolinetaylor@spherefederation.org

Well done, Year 1!