Gross, mid and fine motor

In Nursery the children work daily to develop their gross (shoulders and core), mid (elbows) and fine (fingers and hands) muscles. This builds the core strength needed for writing.

This is having a significant impact on learning as all children have secured a good pencil grip and can draw fine details and shapes. They are starting to learn phonemes (sounds) and how to write these with the corresponding letter.

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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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Alien Vote

Year 5 invented their own aliens designing them to perfectly suit a particular planet. They then wrote about their first encounter with their alien.  They should be so proud of the writing they have produced. They have used beautiful language and worked hard to include the cohesive elements we have focussed on.

To finish off their piece of alien writing, Year 5 voted on their favourite alien and piece of writing. The winning alien will feature in our next piece of writing.

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LARGE SCALE mark making!

Last Friday Nursery had an opportunity to explore mark making on a large scale (a very large scale!). Often we talk about size as an abstract concept and it is vital young children explore the differences for real. The children could run up and down as they made marks or choice to focus on a smaller area.

The hall floor was covered in very long strips of paper. The paper was different colours and textures and the children had to decide whether to use crayons, pens and florescent pencils.

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Jammy Robots

Today in literacy, Year 1 used their knowledge of ‘bossy’ (imperative) verbs and time conjunctions to write instructions collaboratively. They instructed Miss Crowley step-by-step to make a yummy jam sandwich!

Once they had their instructions, they then went off in partners to follow them and create their own jam sandwich to share- delicious!

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The Reach Free Storytellers

On Friday, Year 3 and Year 4 were lucky enough to have some story-telling visitors from Year 8 in The Reach Free School. The Year 8 children had written and illustrated their own stories and came to share them with the children in our school. It was wonderful to see how engaged all of the children were. Year 3 and Year 4 loved the experience.

“It has inspired us to use our imagination more.”

“I spotted that they were “showing” not “telling” in their stories.”

“They were so active. They did more than just read the book. They were so enthusiastic.”

“It was fun to talk to new people who we don’t learn with all the time.”

“I loved how descriptive they were. Their language was quite powerful.”

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Introducing…’Y2 Museum of Interesting Things’

It’s funny how good ideas come about. I was speaking to my colleagues about how the Y2 children  like to share random objects, that they found on the field, with me. I said something along the lines of, “Its cute but what do I do with it all!”

Ms Fox suggested I start a class museum. I was sceptical, but thought i’d give it a try.

We discussed the idea as a class and thought about what how objects are presented in museums. We decided that each exhibit should be named, should include the date found, the name of the collector, the place it was found and a brief description. We also discussed what our museum should be called. The name we settled on was a combination of three of the children’s suggestions.

I set to work and made sure that the museum was ready to launch the next day. We agreed that time would be given directly after lunch to either write out a museum card or read.  If i’m being really honest, I thought (hoped?) that by introducing the extra hurdle of writing about these ‘found’ objects, I wouldn’t get as many!

How wrong I was. I’ve never seen so many objects brought in after lunch! About two thirds of the class came in with their object (mainly stones!), grabbed an exhibit card and sat and wrote. Not because they had been asked to, because they wanted to.  Not only that, they measured, described, examined and discussed. Amazing.

Now we have a structure in place for the children to share those things that they value and a purposeful vehicle for learning. We can take this to so many places. I’m excited. We’re excited!

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