The Three Billy Goats Gruff

Nursery have been learning the story of The Three Billy Goats Gruff. Using oral story telling they have learnt the story by heart and act it out with actions.

This week we had goats come to visit. The children had opportunities to feed the goats and stroke them. They have used the photos from this week to create an information poster. Did you know goats have four stomachs and only one row of teeth?

Within our PE session the children took on the role of both the goat and the troll. They began by exploring under the equipment like the troll who sits under the bridge. They then took on the role of the goats and trip-trapped over the bridge. At some points there was a troll and a goat, “Who’s that trip-trapping over my bridge?”

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Goat visit to EYFS

Today, to support our learning of ‘The Three Billy Goats Gruff’ some goats and lambs visited our school. We were able to feed the goats cabbage and bottle feed both the goats and the lambs.  The children were shown how to hold the goats and the lambs and found out which were heavier to hold.  At the end of the visit, the goats showed us how they jumped on to a bridge and we could hear the sound their hooves made!

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FGB: 19th March 2018

The Full Governing Body met this evening to discuss the past, current and future shape of our school. Amongst other things, we….

  • enjoyed hearing the subject report from the STEM (Science, Technology, Engineering & Maths) Cluster and heard about developments in maths reasoning; development of Science Journals and the Enthuse Partnership; and the integration of Google Education.
  • discussed how we address the issue of persistent lateness (at the start and end of the day).
  • discussed the importance of ‘context’ when analysing pupil progress data.
  • reviewed the schools financial position.

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KS1 Assembly: Learning can be discombobulating!

In our KS1 assembly today we carried on thinking about what effective learners do. We looked at the word ‘discombobulate’. At first, we weren’t sure how to say it so we had to look at it more carefully. Then, we segmented the word – breaking it up into syllables. After that, we practised saying the word.

Then we hit a problem…

Mehdi asked, ‘what does it mean?’. So, I put into a sentence:

“I found maths really challenging today. It was really discombobulating!”

Putting the word into a context helped us understand what it meant. Finally we proved that we understood the word by putting it into our own sentences.

So according to this activity good learners: look carefully, break down problems into smaller parts, practised, asked questions, added context (other relevant details) and then proved their learning by trying it out themselves.

Do you agree that this is what a good learner does? Is there anything else that should be added? Let me know.

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Rod Rhys-Jones Visits Maple Cross

This week, a real life Antarctic explorer came to visit our Year 3 and 4 children.

It was an incredible experience to learn about this unique environment from someone who has lived and breathed it. We enjoyed experiencing a range of photographs, stories and artifacts to add to our knowledge and understanding of this magical continent.

Come and ask us what we learnt!

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