Today we have PE. The children will be changing into PE kits today - they did very well last week! Once we are in the hall we will have a warm up - playing the cone scatter game (BV:PRL). Then we will gather and watch the Three Little Pigs again.  Adults will  encourage the children to recap the sections that they watched and explored last week. Today we are going to experience the journey of a little pig looking for their new home. We will start the journey by waving bye to their mum. We will ask the children to explore different ways they could use their bodies to demonstrate how they would wave goodbye? Using instruments we will encourage the children to explore how they would move on their journey to finding their new house; using big movements such as walking, skipping, running, jumping. Can they be creative with their ideas? For example, walking could represent  travelling over a bridge. Jumping could represent jumping over a rock or log. Rain could be represented by the need to run for cover. Begin to explore joining movements together. When the children show more confidence with their movements, we will introduce new instructions, for example, for the 'big bad wolf' the children need to perform their movements faster as if they were being followed and trying to move away from the wolf.  For 'Huff and puff' pupils move as if they are being blown away.  As a cool down we will encourage the children to lie down and imagine that they are safely in the house of bricks relaxing and listening to music. Then we will return to the classroom to change back into uniform.

Teddy asked “Can we draw a rainbow sting ray?” We will explain that first we need to create the background. Recently the children began to explore colour mixing to create the colours of fruit juice. Today we are going to explore adding colours or water to blue to create an underwater scene. Each child will start off with a pot of blue paint and will be encouraged to add other drops of paint or water to their base colour. As they mix their sea colour with their brush, they can explore adding it to a collaborative large piece of paper. As they work we will encourage them to describe how the colours change and what is happening. They can continue to add more drops of paint or water to their mixing pot  - adding more to the scene as they work. We will also show the children underwater scenes painted by Olga Nikitina.

Today is the day for the Pasta Point Treat! The children have voted and would like to eat pasta, so they are going to make their own pasta salad. They will be able to select the ingredients they would like to add and will need to cut up pepper and cucumber using scissors and kitchen knives (tomatoes will be available and will be pre-cut) and scoop up sweetcorn with a spoon if they’d like to add that. They can spoon pasta into their bowl before adding their chosen ingredients. If they would like a little mayonnaise then they will be able to add a ‘squirt’ of this too. (We will remind them of safe use of equipment throughout. They will then need to mix their ingredients before eating them. We will listen to some Italian cafe music whilst they eat!

Marsaili asked “Does sting ray babies poo smell  - cos they can’t smell it underwater?” Having researched this we will talk about what it smells like (it smells like the sea if they are healthy and it is a watery substance!) and whether we would be able to smell it. Then we will explain that we are going to do a smell test (using our sense of smell) with household mystery ingredients including fruit and vegetables (no poo!). We will set up a scent station using small containers with holes in the lids. We will use familiar scents. We will pass pots round and ask the children to describe what they can smell. We will encourage the use of sentences when offering their descriptions. Once they have had a go at smelling their scent - we will ask them whether they can talk to the friend next to them  and decide which object the smell matches - we will reveal some objects at this point. As they smell each item we will model descriptive language such as sweet, strong, minty. We will talk about likes and dislikes and encourage the children to express their views. We will use open questions so the children can share their thoughts and discoveries, for example: ‘What do you notice?’, ‘How is it the same as…?’, ‘What does it remind you of?’

Throughout we will use the TastEd Golden Rules: 

• no one has to try
• no one has to like

Friday

Firstly today we have photos being taken by the school photographer.

Milo asked “Is a piglet squid a seahorse?” We will look at some images or creatures and talk about how their names came about. Next we will explain that we are going to look at some pictures  of groups of sea creatures and we need to quickly decide how many there are in each group (doing this without counting using one number for each item). We will ask the children to show with their fingers ‘how many’ they can see. Then we will check that they have got it right. We will repeat this with the next image. Adults will model how a group could be recorded on a whiteboard once we have agreed ‘how many”. As we look at subsequent pictures we will ask individual children to record using their own methods.