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Welcome to Yewdale Primary School

Blyton Class (Yr 1)

Blyton Class

Welcome to Blyton Class!

 

Mrs Roberts

Supported by Ms Burns and Miss Hartley

 

Welcome to Year One!

Welcome to Blyton Class and another busy term.  Important information about our class routines, PE timetables and our expectations for reading and learning at home can be found below. 

 

Learning Goals

Check out the maths, writing and reading learning goals that children in Year One are working hard to secure this half term.  Each goal is progressive, and as your child secures one step they will move onto the next to ensure they are always moving forward with their learning.  In maths, we are learning to read, write and interpret mathematical statements involving addition (+), subtraction (–), multiplication (x) and division (÷) using concrete objects, pictures and arrays.   

In writing, we are learning to write sentences by re-reading what they have written to check it makes sense, and to know what to do if it isn't.  In reading, we are focusing on reading aloud phonically decodable books at Phase 5 Letters and Sounds e.g. book band level orange/turquoise.

Curriculum

At Yewdale, we offer a rich, broad and balanced curriculum.  Please find below an overview of our current history based topic ‘Move It!  In this topic, children will explore tranpsort from the past, and begin to compare and describe how the way we travel has changed over the years.  This curriculum overview shows all of the learning skills children in Year One will be developing in each subject this half term. 

Blyton News - Read All About It!

Want to know what we get up to in Year One? Then check out our latest news stories and learning activities below.

Summer 1 - History Topic

Move It! 

Exploring transport through time.

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Entry Point - What was it like?

 

As young historians, we are exploring transport through time.  We looked at old photographs from Tullie House Museum of different modes of transport from the past including Penny Farthing bicycles, steam powered boats and trains, horse-drawn buses and carriages, airships and wooden bi-planes.  We tried to imagine what it might have been like to travel in these.   Were they safe? How comfortable were they? How fast did they go? How far did they go? How many people did they carry? What fuel did they use? 

Introducing the Yewdale Wacky Races

 

We know that the transport that we travel in today looks very different from transport in the past. To help us to think about transport design, children were challenged to a race! Not just any race, but a wacky race! Children were given an hour to design and build a prototype of a new mode of transport.
Our young designers were given 3 design criteria that they had to follow: 1) their vehicle prototypes had to be constructed using cardboard, parcel tape and felt-tip pens, 2) the vehicle had to be big enough to carry all members of the team, and 3) each prototype had to have a name and a racing number.

Once completed, our prototypes were taken for a practise lap around the playground and any last minute design adjustments made. Teams then assembled at the start line and waited for the countdown.

Teams raced up and down the playground in Yewdale’s very own Wacky Race!

3..2..1..and they're off!

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Oil Pastel Self-Portraits

 

Mrs Wise gave us a tricky art challenge: to draw a self-portrait using sketching pencils and oil pastel crayons. To complete this challenge, we used mirrors to look closely at our faces, and we noticed all of the little features that are unique to us; the colour and shape of our eyes, the length and shape of our nose, the colour and texture of our hair and tone and shadows of our skin. We sketched and coloured our portraits on a small canvas square.  Our portraits will be proudly displayed in our school reception to welcome visitors to our school.

Self-Portrait Gallery

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Ordering days of the week and months of the year.

 

In maths, we are exploring time. We know that we can measure the passing of time using small interval measures like seconds and minutes and larger interval measures like days and months. We know that there are seven days in a week and twelve months in a year, and we have been practising putting these into order and using them to solve the passing of time problems.

Time detectives!

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Sport Relief Challenge 2018

 

This year, as part of the Sport Relief 'Move a Mile' Challenge, we used hula hoops to form a giant walking crocodile.  We then marched four times around the perimeter of our school playing fields, a distance equivalent to a mile.  We sang songs and helped each other to make sure we all completed the challenge together.   

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Spring 2 - Geography Unit

Hip Hip Hooray!  We're going on holiday!

 
   

 

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Science

Working Scientifically: Classifying and sorting animals

 

This half term, we have been exploring animals; we have been identifying and naming a variety of common animals including fish, amphibians, reptiles, birds and mammals and identifying and grouping common animals as carnivores, herbivores and omnivores.

We worked scientifically by comparing, contrasting, grouping and sorting familiar animals, describing and explaining how we have grouped them. In art, we used charcoals and pastels to draw diagrams showing the parts of different animals including mammals, fish, birds, reptiles and amphibians. We looked closely at the natural world around us, and used secondary sources of information (information books and the internet) to notice patterns in nature, and to ask and answer simple questions to help us discover more about each group of animals. We made an animal flip book to show you how much we have learnt!

Animal Classification Flip books

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Chalk Pastel Animal Art

We know that we can group animals as birds, mammals, fish, reptiles and amphibians.  We were asked to pick one of the fascinating animals that we have been exploring in science and use the iPads to search for images of this creature.  We looked closely at the colour, shape and features of our chosen animal, and then lightly sketched it using artist's pencils and the drawing skills we have been learning.  We then added colour and texture using chalk pastels.  

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Desktop Master Painters

In computing this half term, we are learning how to use desktop paint tools to edit images and create our own digital pictures.  Using j2e on our school iPads, we have been experimenting with brush and colour effects, importing backgrounds, objects and shapes to design and 'paint' our own pictures. 

Understanding division as grouping and sharing

In maths, our young mathematicians were introduced division.  We know that ÷ is the same as grouping and sharing, and that the answer in a ÷ calculation is always smaller.   We used paper plates and concrete equipment to represent and solve simple division problems, making sure that we always shared the objects equally. We then had a go at drawing our own division arrays. 

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Guess Who? Celebrating World Book Day 2018

 

In celebration of World Book Day, we came to school dressed as a character from our favourite book. It was wonderful to see our classroom filled with lots of familiar characters from the stories we enjoy reading together. We took photographs of ourselves dressed up, and used these pictures to help us write a description about our chosen characters.

Can you guess our book characters?

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Watch Out!

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Watch out - Burglar Bill's about!

Burglar Bill, the character from Janet and Allan Ahlberg's much-loved picture book, sneaked into our classroom to help us celebrate World Book Day.  It was a disaster!  Burglar Bill spent the morning pinching letters and numbers from around our classroom.  In maths, he stole all of the numbers from our multiplication posters, and so we had to work together to put them back again.  In phonics, he took some of the letters from our red tricky words, and we had to put them back again.  Enough was enough!  The police arrived but Burglar Bill was nowhere to be seen - he had crept away and was hiding somewhere in school.  The police asked us to help them find Bill by creating some wanted posters and displaying them around school.  Have you seen Bill?   

Read our wanted posters to find out about Burglar Bill.

Replacing the missing numbers in maths...

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Launching our topic

Welcome to Yewdale Travel

 

We opened the doors to our new travel agency and welcomed in some very excited customers.    Children worked in small teams to look through a range of travel brochures showing travel destinations from around the world, to compare and contrast the different holidays on offer, and find an exotic holiday destinations that they would like to travel to.  They had to think about the things that they would do at their destination, the things they would need to pack for their holiday, how long they would like to stay and how they might travel there. 

 

Children  shared their chosen destinations, using our globe to find the location of each destination in the world. 

 

Where in the world would we like to go?

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English - Exploring Instructions

How to Wash a Woolly Mammoth

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A mysterious parcel arrived in class. We carefully opened it and discovered a very smelly woolly mammoth, a bath, a sponge, a bottle of shampoo, a towel and a letter asking for our help. We used the objects from the parcel, and the clues in the letter to decide how to help.  We would wash the woolly mammoth.  But...how on earth do you wash a woolly mammoth?  Luckily, Mrs Roberts remembered washing a woolly mammoth many, many years ago and told us how.  We listened to these step by step instructions, adding actions to help us remember the order.   We then worked together to create a text story map for our classroom washing line.

Our Class Story Map - How to wash a woolly mammoth!

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Creating our own Story Text Maps

Having learnt the step by step instructions using our shared storymap, Mrs Roberts challenged us to work in small groups and draw our own storymaps to help us think about the structure of the story, and memorise the step by step instructions.  We even created some of our own symbols and pictures for the storytelling actions we had learnt. 

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Geography - Where in the world?

 

We have been learning to locate our favourote holiday destinations on a world map.  We already know a lot about holidays, and we have been exploring some exotic holiday destinations. We looked closely at a world globe and noticed the oceans, seas and continent land masses that make up the surface of our planet. We had a go at matching the names of continents and oceans using simple maps and magnifying glasses. We then worked in teams to find our favourite holiday destinations. We wrote a map label to explain where our destination was, the county it is in and the continent it is on. We also explained how we travelled there, and added these labels to our class map.

Look at all of the places in the world we have visited!

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Using maps to locate places in the world...

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Drawing with charcoal

Our young artists are learning to use a variety of media to create pieces of art, and this half-term we are exploring charcoals. 

We practised using charcoals in different ways to make faint, soft lines, stronger lines by applying pressure, and then larger sweeping lines.  We looked at some black and white sketches of animals from around the world.  Children were given a blank cartridge and charcoals, and challenged to create their own charcoal animal sketch.  What animals can you see in our gallery? 

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Spring 1 - History Unit

3..2..1..Blast Off!  A Timeline of Space Exploration

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Welcome to Yewdale's School for Astronauts 

Children in Year One were welcomed into Yewdale's new astronaut training school where they were given a series of 'astronaut' challenges to complete.  Each challenge was designed to test their thinking and problem solving skills, powers of determination, team work, creativity and imagination.   Our budding astronauts collected golden stars for each challenge they successfully completed.  Children were awarded their astronaut 'stripes' at the end of our challenge. 

Watch our Astronaut Video. Astronauts - Have you got what it takes?

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Astronaut Class of 2018 - Our future space explorers

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Astronaut Training

 

Task 1: To know what a rocket launch is like

We watched a video about a rocket blasting off into space. We then held our own launch in our classroom, thinking about how it might feel to be in a real rocket.  It was quite scary, noisy and definitely wobbly! We had to sit upside down!

The launch...

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Task 2 - Describing our journey into space

After we participated in our own rocket launch, we talked about how we felt during the launch, what we liked and didn’t like. We all agreed it would be loud and bumpy, and probably a little bit scary in the cockpit of the shuttle. We had a go at writing our ideas down, and then we shared them with each other.

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Task 3 - Packing an astronaut's suitcase for a visit to the International Space Station.

Before we launched into space, we wrote a list of 10 things that we wanted to pack ready for an adventure on the International Space Station.  Some of us wanted things that we would miss from home, such as a special teddy bear, a favourite book or game and delicious snacks and drinks.  Some of us wanted to take useful things such as tools so that we could fix things if they went wrong! What would you take to space?

What does an astronaut take to space?

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Task 4 - Astronaut Food Tasting

What on earth do astronauts eat?  We tried astronaut food as part of our entry point learning. The food came in small packets, but there was enough for all of us to try all three types of ice cream. It was freeze dried, which means the water has been taken out. We could crumble it and squash it, not like normal ice cream at all. However, when we tasted it, we found out that it was just like the real flavour! It was a bit odd though.

What on earth do astronauts eat?

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Task 6 - Rocket Engineers
Mrs Robert’s challenged us to build a rocket that could fly to the moon using a plastic bottle, a plastic cup, strips of cardboard, glue and sticky tape. We looked at images of space rockets on the internet for design ideas. We had to think about the shape of the body of our rocket and the nose. We constructed the nose cone using rolled cardboard, which was very tricky! We decorated our rockets using collage materials, glue and sticky tape. We then launched our rockets using lines of string, straws and balloons for propulsion, and measured how far they travelled in non-metric alien footprints.

Building our prototypes...

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Task 7 - Moon Walk Adventure

We donned our space suits and breathing apparatus and we went on a moon walk. To help us imagine what an astronaut’s moon boot might be like, we put on one of Mrs Lloyd’s BIG wellies and made a footprint in some sand. Our footprints looked just like they would if we had actually stepped foot on the surface of the moon. We imagined what it might feel like wearing a suit that weighs 300lb.

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Task 8 - Rocket Fuel Problem Solving

To use non-standard units to measure and compare the volume of rocket fuel in different sized containers.

Our Investigation: To discover which bottle contains the largest volume of rocket fuel.

The Problem: We are preparing our rocket for launch and we need to make sure we have enough rocket fuel on board for our trip. We have been given lots of different containers of fuel but there is only room on the rocket for one bottle.  We need to take the container that contains the greatest volume.  Can identify the container we must take?

 

Solving a capacity measurement problem using non-standard cups

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Writing a non-chronological report

We have been learning how to write a non-chronological report. We know that a good report must have a title (that tells the reader what a report is about), sub-headings (to organise our information), paragraphs of facts (to tell the reader more), and an interesting ‘Did You Know’ fact (to amaze the reader).  We read some simple non-chronological reports about the planets in our Solar System, and then we worked in writing team to write our own report about The Moon, Neptune and Pluto.  Here are the interesting introductions we wrote.    

 

 

Introducing Pluto, The Moon and Neptune...

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Writing our own non-chronological reports to introduce some exciting, newly discovered planets in a galaxy far, far away ...

 

We used craft materials to design and build a model of a fantastic new planet for a distant galaxy, and then had a go at writing a non-chronological report about it. We named our planets, described their appearance, imagined what you might see or do if you visited it, and then dreamed up an exciting and interesting fact about it. We used our writer’s toolkit to help us write our reports.

Which planet would you like to visit?

Creating planets for a galaxy far, far away...

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Yewdale Astronauts! We need your help!

NASA Challenge

Nrich Measurement Investigation 1                 

 

3..2..1..Blast Off! How far will my rocket fly?

Focus: To measure and begin to record length using non-standard units of measurement.

We received a letter from NASA asking for our help. They want to explore all of planets in our solar system, but their space shuttles are too old, and they worry that they won’t be able to fly far enough into space anymore. They need to find some new rockets quickly! NASA know that, as part of our training, we designed some exciting new rocket prototypes. NASA challenged us to test our rockets to measure how far they can fly. They sent us some measuring objects to help us carry out our investigation. We had to work together, measure each length accurately, record our results to send them to NASA as soon as possible.

Measuring length using non-standard units

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Nrich Measurement Investigation 2:

3..2..1..Blast Off! How far will my rocket fly?

LS: To measure, record and compare length using a non-standard unit of measurement.

At the end of our first investigation we discovered a problem! We had all measured the distance our rockets had flown using different measuring objects like spiders, cones, dinner bands and hoops and so we couldn’t compare our results to see which rocket had actually flown the furthest. We thought about how we could solve the problem, and decided that we all should use the same measuring objects. We agreed to the paperclip rulers we made yesterday. We repeated our rocket launch investigation, recorded and compared our results and then sent them to NASA.

 

Using an appropriate unit of measure to solve a problem...

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Bean Seed Investigation

LS: To describe how to plant a seed.

LS: To observe what happens when a seed does not have sunlight, water or soil.

We are exploring seeds and plants in Science. To launch our investigation, we were given some bean seeds to grow. We shared our ideas about the equipment we would need and how we might plant our seeds. We know that seeds need the nutrients from soil, water and sunlight to grow. We collected the equipment we needed to plant our seeds and then created our own set of step by step instructions to help us to plant our seeds. We watered our planted seeds and placed our pots next to the windows at the back of our classroom.

We then planted 3 test seeds. One seed will not be given any water, another seed was planted on a paper towel instead of soil, and a third was planted and placed in a dark cupboard. We will observe and compare how these seeds grow with the seeds in our classroom.

Our young plant scientists...

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Maths - To read, write and represent numbers to 20.

 

We know that numbers can be represented using numerals, words, number lines, concrete equipment, coins and pictorial representations. In pairs, we picked a number to 20, and we tried to represent it as many different ways as we could.  We challenged other teams to try and guess our number.

Representing numbers in different ways...

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 Fabric Sapce Art

 

This half-term in design technology, children were challenged to plan and make a space picture using different swatches of fabric.  We searched for space scenes on the iPads, and used the ideas we collected to sketch and colour a  design plan.  We then collected the materials we wanted to use to create our fabric picture.  We experiemented with joining the pieces of fabrics together in different ways using a simple running stitch, glue, safety pins and staples. 

 

We think our finished pictures are out of this world! 

 

Constructing our fabric space art...

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Our fabric art is out of this world!

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Autumn 2 - Geography Unit

Exploring Carlisle

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Our World - Discovering Carlisle

This half term,  our young geographers will explore their local environment, and know that Yewdale is part of the city of Carlisle. They will use aerial and street maps to locate our school and their homes on the map. They will begin to notice map symbols, simple compass points and use directional language to read the maps and follow the routes. They will look at man-made (houses, roads, pathways and railways) features depicted on the map and those that are natural (woods, parkland, lakes and rivers).  Children will then create their own map of their local area using pictures and symbols. 

Launching our new topic - Discovering Carlisle

 

We launched our new topic in deepest darkest space with a challenge - can we spot Carlisle from space?  We used an inflatable globe to find the United Kingdon and England.  We noticed how big our world is and how small our country is.  We looked at the shape of our country on the globe, and how it is surrounded by sea.  We then used google maps of planet Earth to try and spot The United Kingdom.  We zoomed from space into the northern hemisphere, and from there we zoomed into the United Kingdom, and then into Cumbria and Carlisle.  

Knowledge Harvest 

To find out what we already know about Carlisle, Mrs Roberts challenged us to work together to draw or write down eveything we know about our city.  We know that we have a castle, a cathedral and a museum in the middle of our city, a railway station, swimming pool and lots of shops and restaurants like The Entertainer Toy Shop and McDonalds.  Between us we could name lots of places where we like to go with our friends and family.  

Mrs Roberts then asked us to write down all of the questions we had about our city and some of the buildings we see everyday.  We added our questions to our question wall so that we can answer them as we learn all about our local area.  

Here are some of our questions: Who lives in the castle?  How old is the castle?  What is the river called?  How many people live in our city?  Where do all of the cars go at night?  How many shops are there?  Why is there a big park in the middle of the city?    

Launching our topic.

Mapping Yewdale

In Blyton this week, we have been comparing aerial maps and street maps of Yewdale, our local area.  We talked about the human and physical features we could identify on each map and how they looked different from one another.  We then stepped into the map using google street view, and walked up and down the streets around our school.  We passed some of our homes, our local shop, church and community centre.   We realised that there are a lot of buildings, parks and gardens where we live and that it could be easy to get lost without a map to follow.   Using the aerial and street maps, we imagined our route home from school, and had a go at drawing our own street map of Yewdale.  Do you recognise some of the features on our maps? 

Drawing our own maps of Yewdale.

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Christmas workshop - designing and building a snowman decoration

 

It's that time of year again when we get ready to decorate our school christmas tree.  We surfed the internet to look at different decoration ideas, and we decided to transform our recyclable milk bottle cartons into cheery snowman decorations.  We washed out our milk cartons, covered them in PVA glue and cotton wool, added carrot-nosed faces and made and decorated our own winter pom pom hats.  Mrs Roberts helped us to assemble our decorations using a hot glue gun.  Our snowmen will look amazing on our school tree.       

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Investigating Seasonal Changes

In science, we have been exploring seasonal change, and we know that the weather changes with each season of the year.  We used the interent to search for images of spring, summer, autumn and winter and compared the pictures we found.  We talked about the changes we could see in each season including the weather, plants, trees and animals and length of daylight.  We used our understanding of seasons to make our own seasonal calendars.   

What features are the same? What are different?

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Wishing you a very Merry Christmas! 

This year, we used finger paints to design and paint our class christmas cards.  We shared and combined our design ideas to create a master template, which we then copied to create our individual cards.  We used our hands and fingers to paint a background winter scene and then we added some robins.  We watched the robins through our classroom window feeding in our playground and noticed the colour markings on their head, wings and body.      

Wishing you a Merry Little Robin Christmas...

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Christingle

Once again, we took part in a christingle workshop to help us understand the importance of Jesus and the Gospel, and its relevance at Christmas time.   We made our Christingle candles, and used them in a special Christingle thanksgiving service.  We know that the orange represents the world, the red tape symbolises the love and blood of Christ, the sweets and dried fruit represent all of God’s creations and the lit candle represents Jesus’s light in the world, bringing hope to people living in darkness. 

Making our Christingle Candles

Autumn 2 Book Study - Stick Man by Julia Donaldson

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Introducing our new class story - Stick Man by Julia Donaldson 

A mystery bag, addressed to children in Year 1, was delivered to our classroom.  The bag contained  a stick and a set of clues about our new story.  We used the clues to try and guess what our new story might be.   We guessed Stick Man, and when we unwrapped the story, we found a letter from Stick Man asking for our help.  He is desperate for a new adventure and wondered if we would be able to write him a new one.  First however, he challenged us to find out more about him and his previous adventures, so we read the story and looked at the sequence of events.  We then had a go at retelling the story using a Talk For Writing storymap.

 

Drawing a story map of Stick Man

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A letter from Stick Man

What does Stick Man look like? 

We are worried that not many people in Yewdale School know about Stick Man, and so we decided to write a character profile for him so that people visiting our classroom will be able to find out all about him.   We looked at the illustrations of Stick Man from the story and used these to describe his appearance.  We mind mapped all of the parts of Stick Man's body that we could describe and then created an adjective word bank of interesting words we could use in our writing.   Did you know that Stick Man's body is rough, brown and bumpy and his arms are long, smooth and bendy?  Read all of our descriptions below:

Our super descriptions of Stick Man's appearance.

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Creating an underwater character for a new

Stick Man adventure

 

We are writing a new adventure for Stick Man.  We decided that his next adventure will take place under the sea.  We illustrated an under water setting with a sandy sea bed, sharp underwater rocks and floating seaweed.   We then filled our setting with a colourful crabs, a sneaky shark, a shimmery starfish and lots of stripy fish.  We looked at Stick Man's previous adventures and decided that we needed to introduce a brand new character to add excitement to our story.  Using large sheets of paper, felt pens and our boundless imagination, we worked in pairs to draw a new underwater creature.   All of our creatures were colourful, unusual and unique.  We hope you enjoy looking at Snappy, ScubaDiva, Scarly, Rainbow, Lines, Snapper, Smilee and Flubber.   

Creature Gallery

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Exploring tints and shade

We have been using primary colours to create our own tints and shades.  We know that a tint is made when we add white paint to a colour, and that that more white we add, the lighter the tint we create.  We know that a shade is made when we mix black into a colour, and the more black we add, the darker the shade we create.  We used our tint palettes to paint a yewdale streetscape, and our shade palettes to paint key Carlisle landmarks, including Carlisle Castle, Carlisle Cathedral, the railway station, Tullie House Museum and Dixons Chimney.  We hope you enjoy our painting.  Can you identify the landmarks we painted? 

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Shop till we drop!

We know that different coins are worth different amounts of money, and that we can exchange between pennies and 2p, 5p and 10p coins.   We are beginning to explore how we can combine coins in different ways to make different amounts of money. 

In maths, Mrs Roberts divided us into shopping teams, and presented us with a selection of priced items to buy.  We were given a purse of mixed coins and challenged to work as a team to pay for each item of shopping using three different combinations of coins.

Shopping Challenge!

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Art

Exploring primary and secondary colours in art.

 

This half-term, we are exploring colour in art.  To help us learn more about primary and secondary colours, we created a colour wheel.  We painted the primary colours onto our wheel first, before carefully mixing red, yellow and blue to make our secondary colours.  We then grouped the colours we made into warm and cool colours. 

 

Exploring colours

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Money, money, money!

 

Children were set a money challenge to solve this morning in maths.  To help them recognise and name the different denominations of coins, children compared the shape and colour of each coin and used clues to identify and name hidden coins.  Children were then given a tray of mixed coins to sort from the lowest value coin to the highest.  Children worked in teams against the clock to sort and count the different combinations of coins on their table. They recorded the numbers of each coin on a simple results table, and used this information to answer questions.   

Money Challenge!

Programming with Scratch Jr

Our young computer programmers were introduced to Scratch Jr, a simplified version of Scratch designed for younger children. Scratch Jr is an ipad coding app in which children snap together graphical blocks of instructions to make characters move, interact, speak and transform on the screen.  By the end of our first lesson, children had navigated around the program and developed their own sprite character and created a simple animation. 

 

Programming with Scratch Jr

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Read All About It - Learning Number Bonds to 10

Our young mathematicians have been exploring the different ways to make 10? We know that mathematicians need to know these important number facts, and to so to help us to remember them, we made our own number bonds to 10 display posters to hang around our classroom. We used the internet to look at examples of different posters, noticing that a great poster has  a clear title (to tell the reader what the poster is about), clear facts (that the reader can read and learn) and lots of eye-catching colours (to draw the reader in).  We gave our posters a title, added, in order, all of the different pairs to 10, and then decorated our posters. 

Number Bond Information Posters

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Multiskills with Carlisle United

 

This term, children in Year 1 have been working with a specialist PE coach from Carlisle United in a series of multiskill workshops.  During the session, children played games and completed challenges to develop their spatial awareness, movement, coordination and balance. 

Mastering our balance and coordination

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Romans Invade Yewdale!

To celebrate the end of our roman topic, children were invited to come into school dressed as one of the roman people from 2000 years ago that we studied during our topic.   Our classroom was invaded by roman gladiators and centurions wearing body armour and helmets and brandishing swords and shields, wealthy romans adorned in colourful silk robes and jewellery, and poor roman slaves wearing thin, colourless tunics.  During the day, our young romans marched in tight formation around the school, tasted traditional roman foods, used pattern and symmetry to make a roman mosaic picture, used roman coins to create coin rubbing pictures, wrote non-fiction information captions about their chosen character and built a model of a roman soldier.   

Roman Invasion!

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Whizz! Crackle! Pop! Firework Art with a bang!

 

Children in Year One were selected to take part in an annual workshop to create firework inspired music and art for the upcoming Carlisle Fire Show. The workshop was led by artist and graphic designer Kate Gilman Brundrett and musician, composer and director of BlueJam, Jilly Jarman.

Kate shared images of exploding fireworks and collected children’s ideas about the colours, shapes and patterns they could see. She then asked our young artists to design their own firework explosions using chalks, oil and chalk pastels and wax crayons. She photographed children’s work to use in her final design which will decorate the stage at the Fireshow.

Jilly then played a medley of classical, rock and film score music inspired by fireworks, and challenged children to create their own firework medley using percussion instruments to create lots of banging, crashing, whizzing and popping sounds. Jilly recorded their rhythmic ideas, chants and snatches of melody and will feed these into the final soundtrack which will be played live at the Fireshow.

Our Firework Gallery

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Roman Shield Designers

Children were challenged to design and make a roman gladatorial shield as part of their learning in Design and Technology.  They researched the history of traditional roman battle shields and explored different designs on the internet, noticing shape, colour and pattern.  Children then used the ideas they found to plan and design their own battle shield.  Children sketched their idea and listed the materials needed to construct their shield.

Our Roman Shields

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Our Roman Artefact Museum

In our non-fiction unit of writing, we have been exploring labels and captions.  We know that labels and captions are used to give a reader more information about a picture, a person, a place or an object.  We practised writing simple labels for some of the objects found in our classroom.  We then had a go at writing more detailed captions, describing each object.  We looked closely at the contents of a roman artefact box loaned to us from Tullie House and arranged the interesting objects in a 'pop-up' roman museum.  In pairs, we labelled each artefact and wrote a detailed caption for each, describing its appearance and explaining its purpose.   We then opened our museum to visitors, inviting children in Year 2 to explore and learn about the artefacts on display. 

Museum open for business

Mastering Numbers

In Blyton, we are working hard to secure our understanding of numbers from 0 to 20.  We know that numbers can be represented in different ways using numerals, words and pictorial representations. Through a series of practical investigations and challenges, we have been learning to recognise, read, and correctly form numbers, to use the language of more than, less than, equal to, most and few, and to accurately order numbers from smallest to biggest and place them on a blank number line.

Number Detectives!

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English

In our first unit of fiction, we dived into the magical 'Rags to Riches' story of The Tin Forest by Helen Ward and Wayne Anderson. We used this quality text to develop our understanding of writing 'super' sentences using a capital letters, finger spaces and full stops. As grammar detectives, we were introduced to nouns as naming words and adjectives as describing words. We identified and categorised the nouns we found in our story into people, places, animals, objects and ideas. We created word banks full of exciting adjectives to help us begin to describe the familiar nouns we found in our shared text.

Sticky Reading!

 

We are helping each other to get better at reading.  Each day for 15 minutes, we grab a lolly stick, a book and our 'sticky' reading buddy  and we dive into our reading.  We practise our speed sounds and tricky words at the front of our book, before reading aloud to one another. 

 

Sticky Readers

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Young Chemists - Investigating Materials

An assortment of wood, plastics, glass and metal objects, trays of water, rocks and stones were placed around the classroom for children to investigate. Children were asked to look closely at each material and describe what they could see, feel, smell and hear when they handled it. They shared their ideas and compared the properties of the different materials. Children worked in small teams to label and annotate a recording sheet with the name and properties of each material.

National Phonics Screening Tests for children in Year One

Please click on the link below to see how your child will be tested in phonics in June.

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