Nocturnal Animal Workshop
We had fun learning about Nocturnal animals with Suzanne who came to visit us from Wildwood Trust.
We found out that owls have mirrors in the back of their eyes to help them to see at night. Their feathers act as camouflage to keep them safe from predators when they are sitting in a tree. They fly silently to help them to catch their prey.
Bats love to eat insects and their favourite insect is a moth. We played a game to help us to understand how bats use echo to help them to locate and capture insects to eat.
Badgers have poor eyesight so they rely on their sense of smell to help them to find food and identify members of their clan. We had to use our sense of smell to find members of our clan.
We created our own nocturnal animal with a fur coat, big eyes, big ears and a big nose - can you help us to name it?
KS1 Transformation Project
The programme has been run in our Early Years and other settings across the UK. During the project the schools involved discovered:
- the importance of the environment and why being outdoors offers powerful and unique learning experiences that are different to those inside
- the importance of play as a critical aspect of effective learning
- examples of high-quality provision and illustrated how resources can be organised to support independent experiences
- how the role of the adult in terms of skills, attitudes and knowledge enable children to progress in their learning
- how practitioners can effectively evaluate practice and identify the impact on young children's learning and development
As a result of its success St Gregory's aims to bring this approach to its KS1 classes and we will aim to implement these Principles of Best Practice:
- Children are supported by adults who are knowledgeable and enthusiastic about learning and play both inside and outside
- Space is carefully planned. Areas of provision are placed to complement each other.
- The environment is attractive, accessible and stimulating.
- Areas of provision are well resourced and well organised.
- The environment is appropriately resourced and well organised to support independence.
- Systems are in place to ensure the environment is well maintained and resources are regularly replenished.
- Children have access to a broad range of play-based learning experiences to support their learning and development.
- Routines support children's need to access continuous provision for extended periods of time.
- Adults interact with children to support their play, thinking and learning.
- Children's learning and development is documented and used to inform planning.
- Adults are reflective, evaluative and proactive in development and improvement.
- Effective risk management processes enable children to access rich learning experiences.
Please see Jude Twani's (from Early Excellence) power point below for more information.
Mathletics home learning will be set every Friday. The children will have until the 9am on the following Friday to complete this.
Spellings will also be set on a Friday. These can be found on our class page. The children will be tested on these the following Friday morning.