Outdoor learning in Reception
The children spend a lot of time learning outside in Reception.
The following information about the importance of being outside is taken from the revised curriculum for the Foundation Stage:
- Being outdoors has a positive impact on children’s sense of well-being and this has an impact on all aspects of children’s development.
- Being outdoors offers opportunities for doing things differently and on a different scale than when learning indoors.
- It gives children first hand contact with weather, seasons and the natural world.
- Outdoor environments offer children freedom to explore, use their senses and be physically active and exuberant.
Look at some of the things we have been doing outside.
We’ll be outside all winter, so please ensure your child has suitable clothing. Wellington boots are a good idea!
30 November 2012
This week, the tricky words to learn to spell are:
| when |
| went |
| from |
| his |
| her |
| she |
| I |
| said |
These words will be tested on Friday 07 December 2012.
Goodbye Tanishqa
Today, we had to say goodbye to a well-loved member of our class. Tanishqa has been an asset to Moortown. She has a close group of friends who will miss her dearly. Best wishes to Tanishqa and her family in their fresh start in India.
30 November 2012
This week’s spellings are words ending in ‘y’.
Talk with your child about the sound it makes (usually an ‘e’ sound), and see if you can they can think of more words like this at home. The words here are all adjectives – they describe something (a noun). Can your child put these words into sentences? They could write one or two of them to practise handwriting skills and punctuation, too.
Your child will be tested on Friday 07 December 2012.
- bony
- greasy
- lazy
- scary
- shiny
- tasty
- slimy
- wavy
- nosy
- spiky
30 November 2012
We are revisiting one of our key spelling rules again this week: double up for short vowel sounds. This week’s spellings all have le endings as well.
| 1. | puddle |
| 2. | bubble |
| 3. | meddle |
| 4. | puzzle |
| 5. | battle |
| 6. | pebble |
| 7. | shuttle |
| 8. | middle |
| 9. | shuffle |
| 10. | impossible |
30 November 2012
This week’s homework is Talk Time. It’s due on Wednesday 05 December.
I can talk about what I have learnt about the circus.
Have a discussion with your family about all the learning you have enjoyed in this topic.
30 November 2012
The common suffix this week is ‘ic’. Look at the words closely. Only some of these words follow the rule of drop the y for an i. These are the words that have a y in the base word.
For example, the base word for horrific is horrify. Here the y is dropped for an i. Can you spot which other spellings follow this rule?
The rest of these spellings just have ic added with no changes to the base word. For example, acid with the ic added, becomes acidic.
| LO: ic suffixes and dropping the y for an i |
| horrific |
| magnetic |
| terrific |
| allergic |
| specific |
| acidic |
| photographic |
| organic |
30 November 2012
This week’s homework is creative and is due in on Wednesday 05 December.
I can show what I have learnt in our transport topic.
The children have learnt lots during All Aboard! This is a chance for Year 3 and 4 pupils to show what they know in this week’s creative homework. As always, we want the children to be as creative as possible. However, if you’re struggling for ideas, here are some suggestions:
- a recorded radio show
- a poster
- a comic
- a picture montage
- a recount of your favourite bit of learning
30 November 2012
Your homework this week is talk time.
Should rich countries give aid to poor countries?
In class, we’ve discussed the differences between rich and poor countries and how those rich countries, like Britain, help out poorer countries. Children have been asked to discuss this with family members and make notes in their homework books about the discussions to share in class on Wednesday 05December.
Car craft!
This term in DT, we’ve been planning, measuring and sawing and I’m pleased to announce that there were no injuries! We wanted to make a car but first we had to come with some ideas of how we were going to do it. Once we had a sketched a design, we started writing down some measurements.
Our resources ready, we got to work measuring and sawing.
We needed to be really accurate with our measuring.
Finally, we started to piece together our car.
Mr Wilks and I also built a life-size prototype which the children were able to ride.
But not before I had a go!
