Key dates
- Friday 30th January – Inset day. School closed to children
Noticeboard
- Please bring in clean cardboard boxes of all sizes for our Design and Build area (junk modelling). No plastic please.
Tapestry observation
The focus this week is Understanding the World.
Ask your child to draw a picture of themselves and see if they can name parts of the body. In school, we have been learning about body parts that you can see (e.g. nose, shoulder) and those you can’t (e.g. lungs, brain). In the text, please list the ones they were able to remember.
You can also send us any moments that you feel are significant in your child’s learning or want to share with your child’s class teachers.
Click the links below to find out how to add observations from different devices.
Apple device Andriod device Desktop
Key text
The objectives below will be covered over the four ‘Structured Story Times’ this week.
| Book: | The Gingerbread Man |
| Vocabulary focus: | leaped, scurrying, thundered, scampered, bleated, thistles, frolicked, riverbank, perhaps, smirked, scrambled, trotted |
| At the end of the week, children will know: | That sometimes people feel lonely. That some animals are usually found in the countryside or on a farm. That foxes are sometimes poirtrayed as cunning and sly in stories. |
| At the end of the week, children will be able to: | Talk about why the gingerbread man was wrong to trust the fox. Discuss people in their lives they can trust. Describe the story setting and characters. |
Next week’s learning
| Subject | This week’s learning objectives |
| Communication and language | To have an increasing understanding of different voices for different characters and how to use fast, slow and pauses for effect when talking. |
| Personal, Social and Emotional development | To understand why sharing is important. To think about the perspectives of others in the class. To use the correct tripod pencil grip. |
| Physical development | To develop balancing and safely using apparatus. |
| Phonics | To know the phonemes ure and er. |
| Reading | Guided reading: Personalised learning objectives for groups of children. |
| Writing | To write a dictated sentence.To use the correct tripod pencil grip. |
| Maths | To explore capacity. To compare capacity. To accurately count up to 6 items. To say two numbers that make 6. |
| Understanding the World | History: To know the difference between long ago and now. To identify modern and old objects and events using everyday language related to time. R+WV: To know that Jesus is special to some people. Science: To know about metacognition and the way in which we learn. |
| Expressive Arts and Design | Music: To listen and recognise different rhythm patterns. To identify instrumental timbres (sounds) of non-European music. To correctly pitch (sing) a response. DT: To make gingerbread people. |