WELCOME TO LOWER SCHOOL
Welcome to our phase page!
Here you will find an overview of what
we are learning each term, phase trip photos, homework stars, House Points, curriculum maps and resources for learning.
Meet the fabulous KS1 team
Mrs Cardy is Phase Leader for KS1 and teacher in Class 2CW along with Miss Wright in Year 2. Mrs Hawkins and Mrs Pankhida teach in 2HP Year 2. Mr Fletcher teaches our Year 1 class in 1F and Mrs Bird and Mrs Partridge teach in 1BP Year 1. We are assisted by Mrs Smith, Miss Mann, Miss Haydon, Mrs Markham, Miss Deacon, Mrs Beere, Mrs Webb, Miss Cottage, Mrs Johnson, Ms Baker and Miss Harrison.
On Tuesday afternoons we have help from Mrs Hudson, Mrs Clemenson, Mrs Stray and Mrs Impey.
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Lower School teach Phonics, Guided Reading, Maths, English through a creative and collaborative approach to learning. Our theme work often interweaves with our morning lessons and we like to use outdoor learning wherever possible. |
DAYS TO REMEMBER:
Monday - Both Home School books to be handed in
P.E Year 1
P.E Year 2 (2HP before Christmas)
Tuesday - P.E Year 2 (2CW swimming until Christmas)
Tuesday - Homework books handed back out
Thursday - P.E Year 1 and Year 2
OTHER IMPORTANT DATES:
Autumn:
KS1 Castle Visit - 2nd October
Year 1 Class Visits - 12th October
Year 2 Class Visits - 18th October
Parents Evening - 7th and 9th November
Fencing Day - 2nd November
Year 1 Carol Concert - 18th December
Year 2 Carol Concert - 15th December
Christmas Dinner Day - 14th December
Autumn:
KS1 Castle Visit - 2nd October
Year 1 Class Visits - 12th October
Year 2 Class Visits - 18th October
Parents Evening - 7th and 9th November
Fencing Day - 2nd November
Year 1 Carol Concert - 18th December
Year 2 Carol Concert - 15th December
Christmas Dinner Day - 14th December
Reading Tips
Don't be over-whelmed with these ideas because all time spent reading together is great. But these ideas will develop their confidence. Referring to different skills and praising them when you notice them using them, will change how you hear and respond to them reading. The silent pauses when the child expects you to tell them the right word can now be replaced with reminders about possible things to check themselves. It takes practice and you will learn together so don't panic.
The principles:
So flick through the pages together, before they start, and chat about the story-location, plot, or character names-Any connections they can lock in will help them. This is also a good time to flag up the odd tricky word they haven't seen before-like character names.
'Does that sound right?'
'Would that make sense?'
The idea is to sow the seeds of discovering the mistake for themselves. If they ever make a mistake but pause and then solve it themselves, big this up massively (at the time or at the end of the read).eg ' I loved it when you noticed it didn't make sense and you changed it from 'Bring it her' to 'Bring it here'
If it doesn't make sense and yet they didn't notice, the mistake can be spotted far easier if they attempt the sentence again. By telling them to start the sentence again they will probably improve its flow and hear the mistake independently. This avoids simply working on the individual word
Check for picture clues. This is the obvious.. 'go to' skill that they will do naturally. But if they are keen to read the text they sometimes forget to quickly glance at the picture. With some fantasy books the picture can be a big help in showing unusual things that are happening, eg using super-powers. Or simply when a story has an unexpected turn, the picture reveals an exciting twist.
When just starting out, some children make up possible sentences based on the picture, by solely using their imagination. This needs to be batted back to them by getting them to finger point. The child independently finger pointing and reading in the right direction are the first things to encourage. They will then be able to match words precisely.
You will notice if they are creating their ideas just from the picture without checking the actual word. Eg.. If the simple book about a farm has changed to a scene with rabbits but they say bunnies, say something like:
'Would bunnies start with that?'
If they are finger pointing then this should train them to use their eyes in precisely the right place, not breaking the whole word up but just checking the first letter. They now know it must be a word for bunny that starts with r. If this still doesn't work then they could break up the first 3 sounds r .. a .. b. . Of course they can sound out the entire word r. a .b , b. i. t (long words being easier in 2 syllable chunks rab and bit). However you don't want this drawn out method to be their default approach.
When they get to about level 3 or 4 they should not be finger pointing the words any more because they should be able to just scan the text with their eyes, this will help them become even more fluent.
Use the punctuation. The shorter books have full stops at the end of every page or line so the sentence end is obvious. Then when there is more text, they can miss when to pause and breathe. If your child lacks fluency and the reading doesn't sound right ,then modelling it for them to repeat can tune their ear into the melody of sentences. When they have the hang of sentences, then pausing for commas, adding a questioning voice ? or louder voice ! or using a character voice "..."are all things the children can notice with punctuation. These are often noticed too late because they only appear at the end of the sentence. So encourage them to have a more accurate go by checking which type of voice the sentence could be repeated in.
Choosing the right book.
When you click on the owl tree e-books they have levels on them. Level 1 has no text but can be used by everyone to tell your own story. The play button on these books will tell very detailed stories with no text. So maybe they could be used for practising what you can learn just from the picture before hearing the official version.
Then the levels go up in small steps, try not to let your child have free rein because you can use the levels to gauge their best learning. A book of about 85% accuracy is ideal apparently. Roughly that means they are mainly accurate but with a few mistakes. The more you practice your advice to them the better they will get at correcting themselves and it should become clearer what level works well for that process to happen best. When you choose them, the routine works best if they read a familiar one first (a favourite or simply yesterday's one) then try a new one (remembering the quick chat as an introduction to the book) .
They can hopefully gain confidence from this approach. You can then move up the levels as you see fit. If you and your child become confident in this approach you should make quicker than normal progress. Treat the e-book as a normal book, getting them to take ownership by clicking on the page corner to turn it. Maybe at the end use the extra tools to zoom in and out to focus better on different things, even using the highlighter if you want to praise good points or highlight possible solutions at the end. Don't use the play button unless they have already read it independently. Or maybe use it to hear how fluent their version is. But if you want to model how the sentence sounds as you are there don't forget it is best coming from you. If and when they are listening to the recorded version, encourage them to finger point the words or at least scan the text with their eyes. If it is not a teaching session but they are on the site then of course they should be encouraged to listen to a story by simply choosing any story they like the look of.
Hitting a brick wall
I know teaching your child reading can be a frustrating process and like any new skill takes resilience and practice before it becomes worthwhile. These ideas are probably what you have been doing anyway, and some children don't need much steering or encouragement because they have found it straight-forward already. However take what you need from all of this, the simple version is, hear them read as much as possible. And when they make a mistake
Start the sentence again if it didn't make sense.
Sometimes pick up on fluency-by checking where the punctuation is-try echo reading (see later for explanation) this with them if they still don't get it.
Or check the word, precisely with their finger-first only the starting letter or then the first 3 sounds or finally the whole broken down word.
Speed and independence is the key.
Using breaking up and blending is a great skill that can be used if the quicker methods haven't worked. And if it is a tricky word (that doesn't use the normal letters and sounds) then of course you can read it for them. But if you're having to do this too much then consider choosing an easier book and maybe learn tricky words as an extra separate activity.
Under confident children on the early levels
For those under confident children who need a foot hold, you can model the sentence on the first page so they get used to it's flow. It will probably be repeated on subsequent pages with a different ending that can be found in the picture. Just make sure it is backed up their independent finger-pointing so that they get used to using the words. Then when it is familiar the next day see if they can read it independently this time.
Extra activities away from e-books
You can supplement the levelled reading by practising key skills. Tricky words
By making a note of a few tricky words that they struggled with.
There is no easy way to learn tricky words but repetition by sight is one way.
If the words to work on are:
my me said they come have
then copy out maybe 5 versions of each word on cards. Shuffle them and turn them over one at a time. Turn it into a timed game. The aim is quick recall-not breaking up and blending. This is for reading not spelling or writing. Once they recognise the words to read this of course will hopefully be transferred later into independent writing.
Echo reading
You might have done this on individual sentences from their book to help them hear a fluent version. However with echo reading you can read a whole book to them that would have been too tricky for them to read independently. This exposes them to rich language and sentence structures. You can gauge how much they can repeat accurately. You might pause at the end of part or whole sentences. The idea is you say it ,then they repeat it. Again, encourage them to follow the text with their fingers or eyes.
This might also be a good opportunity for them to notice language techniques that they know about from literacy lessons.
Alliteration-words next to each other that start with the same letters.
Rhyme- words at the end of lines that end with the same sounds.
Onomatopoeia-words that sound like the noise they make-eg animal sounds.
Simile- phrases comparing one thing to another -stegasaurus is as big as a bus.
Repetition- phrases or words repeated .
If you've run out of good, new books they can always be found on 'you tube' just mute their voice and pause it page by page when the new text is shown.
Julia Donaldson
Lynley Dodd-Hairy Maclary series
Or listen to Michael Rosen videos of his own poems and books, but search through his official website not 'you tube' where they have been altered.
I hope this long page will be useful. Please feel free to email any questions or just to share how they are getting on.
Good Luck
J. Fletcher
- Follow the Little Wandle Link from our webpage to look at our Letters and Sounds schema
- you now have access to a library of e-books
Don't be over-whelmed with these ideas because all time spent reading together is great. But these ideas will develop their confidence. Referring to different skills and praising them when you notice them using them, will change how you hear and respond to them reading. The silent pauses when the child expects you to tell them the right word can now be replaced with reminders about possible things to check themselves. It takes practice and you will learn together so don't panic.
The principles:
- Prior knowledge is important :
So flick through the pages together, before they start, and chat about the story-location, plot, or character names-Any connections they can lock in will help them. This is also a good time to flag up the odd tricky word they haven't seen before-like character names.
- Train their ear to check the sentence makes sense.
'Does that sound right?'
'Would that make sense?'
The idea is to sow the seeds of discovering the mistake for themselves. If they ever make a mistake but pause and then solve it themselves, big this up massively (at the time or at the end of the read).eg ' I loved it when you noticed it didn't make sense and you changed it from 'Bring it her' to 'Bring it here'
If it doesn't make sense and yet they didn't notice, the mistake can be spotted far easier if they attempt the sentence again. By telling them to start the sentence again they will probably improve its flow and hear the mistake independently. This avoids simply working on the individual word
Check for picture clues. This is the obvious.. 'go to' skill that they will do naturally. But if they are keen to read the text they sometimes forget to quickly glance at the picture. With some fantasy books the picture can be a big help in showing unusual things that are happening, eg using super-powers. Or simply when a story has an unexpected turn, the picture reveals an exciting twist.
When just starting out, some children make up possible sentences based on the picture, by solely using their imagination. This needs to be batted back to them by getting them to finger point. The child independently finger pointing and reading in the right direction are the first things to encourage. They will then be able to match words precisely.
You will notice if they are creating their ideas just from the picture without checking the actual word. Eg.. If the simple book about a farm has changed to a scene with rabbits but they say bunnies, say something like:
'Would bunnies start with that?'
If they are finger pointing then this should train them to use their eyes in precisely the right place, not breaking the whole word up but just checking the first letter. They now know it must be a word for bunny that starts with r. If this still doesn't work then they could break up the first 3 sounds r .. a .. b. . Of course they can sound out the entire word r. a .b , b. i. t (long words being easier in 2 syllable chunks rab and bit). However you don't want this drawn out method to be their default approach.
When they get to about level 3 or 4 they should not be finger pointing the words any more because they should be able to just scan the text with their eyes, this will help them become even more fluent.
Use the punctuation. The shorter books have full stops at the end of every page or line so the sentence end is obvious. Then when there is more text, they can miss when to pause and breathe. If your child lacks fluency and the reading doesn't sound right ,then modelling it for them to repeat can tune their ear into the melody of sentences. When they have the hang of sentences, then pausing for commas, adding a questioning voice ? or louder voice ! or using a character voice "..."are all things the children can notice with punctuation. These are often noticed too late because they only appear at the end of the sentence. So encourage them to have a more accurate go by checking which type of voice the sentence could be repeated in.
Choosing the right book.
When you click on the owl tree e-books they have levels on them. Level 1 has no text but can be used by everyone to tell your own story. The play button on these books will tell very detailed stories with no text. So maybe they could be used for practising what you can learn just from the picture before hearing the official version.
Then the levels go up in small steps, try not to let your child have free rein because you can use the levels to gauge their best learning. A book of about 85% accuracy is ideal apparently. Roughly that means they are mainly accurate but with a few mistakes. The more you practice your advice to them the better they will get at correcting themselves and it should become clearer what level works well for that process to happen best. When you choose them, the routine works best if they read a familiar one first (a favourite or simply yesterday's one) then try a new one (remembering the quick chat as an introduction to the book) .
They can hopefully gain confidence from this approach. You can then move up the levels as you see fit. If you and your child become confident in this approach you should make quicker than normal progress. Treat the e-book as a normal book, getting them to take ownership by clicking on the page corner to turn it. Maybe at the end use the extra tools to zoom in and out to focus better on different things, even using the highlighter if you want to praise good points or highlight possible solutions at the end. Don't use the play button unless they have already read it independently. Or maybe use it to hear how fluent their version is. But if you want to model how the sentence sounds as you are there don't forget it is best coming from you. If and when they are listening to the recorded version, encourage them to finger point the words or at least scan the text with their eyes. If it is not a teaching session but they are on the site then of course they should be encouraged to listen to a story by simply choosing any story they like the look of.
Hitting a brick wall
I know teaching your child reading can be a frustrating process and like any new skill takes resilience and practice before it becomes worthwhile. These ideas are probably what you have been doing anyway, and some children don't need much steering or encouragement because they have found it straight-forward already. However take what you need from all of this, the simple version is, hear them read as much as possible. And when they make a mistake
- avoid the instinct to tell them the right word.
- over praise them if they notice mistakes and attempt it again themselves.
- if they don't notice the mistake choose carefully what you suggest they do.
Start the sentence again if it didn't make sense.
Sometimes pick up on fluency-by checking where the punctuation is-try echo reading (see later for explanation) this with them if they still don't get it.
Or check the word, precisely with their finger-first only the starting letter or then the first 3 sounds or finally the whole broken down word.
Speed and independence is the key.
Using breaking up and blending is a great skill that can be used if the quicker methods haven't worked. And if it is a tricky word (that doesn't use the normal letters and sounds) then of course you can read it for them. But if you're having to do this too much then consider choosing an easier book and maybe learn tricky words as an extra separate activity.
Under confident children on the early levels
For those under confident children who need a foot hold, you can model the sentence on the first page so they get used to it's flow. It will probably be repeated on subsequent pages with a different ending that can be found in the picture. Just make sure it is backed up their independent finger-pointing so that they get used to using the words. Then when it is familiar the next day see if they can read it independently this time.
Extra activities away from e-books
You can supplement the levelled reading by practising key skills. Tricky words
By making a note of a few tricky words that they struggled with.
There is no easy way to learn tricky words but repetition by sight is one way.
If the words to work on are:
my me said they come have
then copy out maybe 5 versions of each word on cards. Shuffle them and turn them over one at a time. Turn it into a timed game. The aim is quick recall-not breaking up and blending. This is for reading not spelling or writing. Once they recognise the words to read this of course will hopefully be transferred later into independent writing.
Echo reading
You might have done this on individual sentences from their book to help them hear a fluent version. However with echo reading you can read a whole book to them that would have been too tricky for them to read independently. This exposes them to rich language and sentence structures. You can gauge how much they can repeat accurately. You might pause at the end of part or whole sentences. The idea is you say it ,then they repeat it. Again, encourage them to follow the text with their fingers or eyes.
This might also be a good opportunity for them to notice language techniques that they know about from literacy lessons.
Alliteration-words next to each other that start with the same letters.
Rhyme- words at the end of lines that end with the same sounds.
Onomatopoeia-words that sound like the noise they make-eg animal sounds.
Simile- phrases comparing one thing to another -stegasaurus is as big as a bus.
Repetition- phrases or words repeated .
If you've run out of good, new books they can always be found on 'you tube' just mute their voice and pause it page by page when the new text is shown.
Julia Donaldson
Lynley Dodd-Hairy Maclary series
Or listen to Michael Rosen videos of his own poems and books, but search through his official website not 'you tube' where they have been altered.
I hope this long page will be useful. Please feel free to email any questions or just to share how they are getting on.
Good Luck
J. Fletcher
OUR CURRICULUM MAPS WHICH SHOW OUR COVERAGE EACH TERM
Top Dog! (Or Turtle)
This is awarded to the children who make the most effort on their homework.
Our expectation is for Year 1 to spend at least 20 minutes on their homework and
Year 2 to spend at least 30 minutes on their homework.
Are you reaching for the stars to become this week's 'Top Dog' for homework?
See each class page for this some Top Dogs!
Please feel free to contact the KS1 team if your child is unsure about how to complete the homework: we are always happy to help.
Please remind your child that their homework must be handed in each Monday morning.
Finally, your child will receive ‘crystals’ for their team and a star to add to their Star Reader board if they read more than four times a week, and complete their weekly homework, so don’t forget to sign their Reading Record!
Phonics Screening: - The week of 12th June
- This test is for all Year 1 children and the Year 2 children who didn't pass the screening in July 2023.
- It will be carried out over a week.
- The children will be screened one at a time and will have a mixture of real words and alien words.
- Mrs Partridge/Mrs Bird and Mr Fletcher have devised some useful packs of past papers and sound mats.
- Please follow our Little Wandle Link to support your child with their Phonics Home Learning
Our Autumn Theme - Castles
Our Tokens this term are called 'Castle Pebbles', the children earn tokens for their teams for hard work, using the core values and thinking skills, and keeping the golden rules.
Our Trip to Colchester Castle
Our Fencing Experience Day
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Our Spring Theme - Dinosaurs
Our Tokens this term will be called 'Dinosaur Eggs'; the children earn tokens for their teams for hard work, using the core values and thinking skills, and keeping the golden rules.
Due to the success of the topic based learning in the Autumn term, we will be carrying on with this creative style for our dinosaur topic. The subjects will interlink, allowing the children to use a range of subject skills. We will have three mini topic based projects within this term - Dinosaurs: Project 1 Who am I? Project 2 Dinosaur stories Project 3 Fossils. The children will continue their morning lessons and separate to the topic they will continue lessons in French and R.E.
Project 1 Who am I?
This is mainly using research and classifying skills. The children will look at when dinosaurs lived; which era. In science we will be classifying dinosaurs, finding out where they lived, their diet and ways of living. This topic lends itself to the history and timeline of dinosaurs so the children will use the Who am I theme to explore the different eras of the dinosaurs. To develop our skills as a sportsman we will be moving in balances like dinosaurs across different terrain. In art lessons the children will use mixed media to create models and collages of dinosaurs. Their creative skills will continue in music lessons where they will learn a song through ‘Boogie Beebies’. Throughout the whole dinosaurs project the children will develop their programming skills in computing lessons. In PSHE the children will develop their sense of well being by looking after a dinosaur ‘egg’ and ‘baby’. In this project the children will use their non fiction writing skills to write information leaflets about dinosaurs.
Project 2 Dinosaur stories
The literacy focus for this project will be narrative writing with Andy's Dinosaur Adventures. To carry on with this theme the children will be using their art skills to do prehistoric style paintings. In forest schools the children will explore building dens and shelters using natural materials.
Project 3 Fossils
In history for this project the children will look at Mary Anning and her fossil story. They will see this as a basis to create their own fossils in DT using plaster of paris and in music the children will create musical compositions with bone songs as a theme. The children will use geography skills to place where the fossils were, and can be found (looking at erosion as a part of this) and in Literacy the children will write a non fiction (recount linked to the chronological events of Anning finding the fossils.
Project 1 Who am I?
This is mainly using research and classifying skills. The children will look at when dinosaurs lived; which era. In science we will be classifying dinosaurs, finding out where they lived, their diet and ways of living. This topic lends itself to the history and timeline of dinosaurs so the children will use the Who am I theme to explore the different eras of the dinosaurs. To develop our skills as a sportsman we will be moving in balances like dinosaurs across different terrain. In art lessons the children will use mixed media to create models and collages of dinosaurs. Their creative skills will continue in music lessons where they will learn a song through ‘Boogie Beebies’. Throughout the whole dinosaurs project the children will develop their programming skills in computing lessons. In PSHE the children will develop their sense of well being by looking after a dinosaur ‘egg’ and ‘baby’. In this project the children will use their non fiction writing skills to write information leaflets about dinosaurs.
Project 2 Dinosaur stories
The literacy focus for this project will be narrative writing with Andy's Dinosaur Adventures. To carry on with this theme the children will be using their art skills to do prehistoric style paintings. In forest schools the children will explore building dens and shelters using natural materials.
Project 3 Fossils
In history for this project the children will look at Mary Anning and her fossil story. They will see this as a basis to create their own fossils in DT using plaster of paris and in music the children will create musical compositions with bone songs as a theme. The children will use geography skills to place where the fossils were, and can be found (looking at erosion as a part of this) and in Literacy the children will write a non fiction (recount linked to the chronological events of Anning finding the fossils.
Our Summer Theme - The Seaside
Our Tokens this term are called 'Sea Pearls'; the children earn tokens for their teams for hard work, using the core values and thinking skills, and keeping the golden rules.
What we are learning
This term we will be diving into the fascinating world of the ocean!
We are very lucky this year to be keeping our classes throughout the day rather than splitting off for the mornings. This means that our work can be more topic based. Our Literacy and Maths lessons and topic lessons can be spread thematically across the day. We will have three mini topic based projects within this term:Sea Creatures and Stories of the Sea, Transport and Sea Myths.
Project 1: Sea Creatures and Stories of the Sea
Throughout this term we will use Julia Donaldson's style of writing in her ocean based books. Using geography skills, the children will be going to the beach and looking at coastal features, beginning with where we would find local sea creatures.They will develop their geographical observation skills through real life fieldwork of the local environment and researching other sea environments around the world to make comparisons. Through research in Science and Geography the children will write information texts on the local coastal environment and the groupings/observations of sea creatures.Whilst at the beach the children will develop the skill of reviewing other artists’ sea sculptures (Gormley, Hambling, http://www.artandeducationbythesea.co.uk/ ). From their reviews they will design and make their own sand sculptures. In Computing, the children will be reminded of Hector's World as an ongoing theme for Internet Safety which is also set in the ocean. The children will develop their reporting/information writing skills to produce a PowerPoint of the creatures they have been looking at closely in the project. The ocean theme will link into dance and gymnastic lessons for P.E. In outdoor P.E lessons the children will be learning how to contribute to team games. Religious Education will follow the theme as closely as possible however the main focus on Special People and will look at this through all the religions.
Project 2: Transport
In PSHE we will be learning about the importance of looking after our local coast, the ocean and recycling. We will use our geographical skills to help map the ocean and continents of the world and create a ‘sat nav’ style program to support this in our computing lessons. In DT we will create a vessel to sail our plotted course using our maps and navigations. We will research famous vessels and explorers of the past in our history lessons to help create our own ships. And in PSHE we will be thinking what it must have felt like for those explorers.
Project 3: Sea Myths
In music and dance we will explore the mythical creatures of the deep. Using mermaid stories in literacy this will inspire some creative writing and design. We will use these in out DT lessons when we create a mythical sea creature out of cane work. In science we will think about the habitats these mythical sea creatures would need.
We are very lucky this year to be keeping our classes throughout the day rather than splitting off for the mornings. This means that our work can be more topic based. Our Literacy and Maths lessons and topic lessons can be spread thematically across the day. We will have three mini topic based projects within this term:Sea Creatures and Stories of the Sea, Transport and Sea Myths.
Project 1: Sea Creatures and Stories of the Sea
Throughout this term we will use Julia Donaldson's style of writing in her ocean based books. Using geography skills, the children will be going to the beach and looking at coastal features, beginning with where we would find local sea creatures.They will develop their geographical observation skills through real life fieldwork of the local environment and researching other sea environments around the world to make comparisons. Through research in Science and Geography the children will write information texts on the local coastal environment and the groupings/observations of sea creatures.Whilst at the beach the children will develop the skill of reviewing other artists’ sea sculptures (Gormley, Hambling, http://www.artandeducationbythesea.co.uk/ ). From their reviews they will design and make their own sand sculptures. In Computing, the children will be reminded of Hector's World as an ongoing theme for Internet Safety which is also set in the ocean. The children will develop their reporting/information writing skills to produce a PowerPoint of the creatures they have been looking at closely in the project. The ocean theme will link into dance and gymnastic lessons for P.E. In outdoor P.E lessons the children will be learning how to contribute to team games. Religious Education will follow the theme as closely as possible however the main focus on Special People and will look at this through all the religions.
Project 2: Transport
In PSHE we will be learning about the importance of looking after our local coast, the ocean and recycling. We will use our geographical skills to help map the ocean and continents of the world and create a ‘sat nav’ style program to support this in our computing lessons. In DT we will create a vessel to sail our plotted course using our maps and navigations. We will research famous vessels and explorers of the past in our history lessons to help create our own ships. And in PSHE we will be thinking what it must have felt like for those explorers.
Project 3: Sea Myths
In music and dance we will explore the mythical creatures of the deep. Using mermaid stories in literacy this will inspire some creative writing and design. We will use these in out DT lessons when we create a mythical sea creature out of cane work. In science we will think about the habitats these mythical sea creatures would need.
