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In Art, Team LF have been focusing on designing and creating Greek pots. The children began by using recycled materials such as plastic bottles, yoghurt pots and other containers to build the shape of their pot or vase. They then covered their structures with modroc to create a strong outer layer and refine the shape.
Over the next couple of weeks, the children will continue developing their work by painting and decorating their pots, drawing inspiration from traditional Greek pottery designs which they have been researching.
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Team LF are continuing their learning about WW1,
Although they have not directly studied Geography as an isolated topic, they have linked our Geography map skills with our WW1 topic. The children have used maps to locate and identify the countries involved in the war. Yesterday, they also learnt about the Western and Eastern fronts, discussing the position of these in relation to Germany, using a compass to remind us the direction of east and west. Our Early Years children are again learning to develop their observational skills and discuss changes over time as some eggs were delivered to school!
The children have loved visiting the incubator and seeing if they could see anything happening. At first, nothing was happening but then on Tuesday the children noticed that the eggs were beginning to crack! On Wednesday there were 8 chicks! Observing the changes from egg to chick was very exciting and is helping the children understand the chronology of the life cycle. Over the next few days the children will be able to develop their skills further to see how the chicks change! These observational skills are very important building blocks for history! Today the Rainbows started an experiment to see how bread changes over time. This means they will have to develop their observational skills and look very carefully to see what changes there are. Observational skills are an important building block for history and this skill is developed in year 1.
The bread was wiped on things in the classroom that are used daily, including pencils, door handles and the computer keyboard. First, the Rainbows described what the bread was currently like and it was placed in a clear bag for them to observe over the next few weeks. Watch this space for any updates! This term has seen Team AC learning about the Great Fire of London. We have really enjoyed finding out all about this time in history, using the words -when, where, why and how to help us find out lots of interesting facts and information. This week we have looked at historical sources to see which would give us the best information from that time. We decided that as there were no computers, cameras or phones at that time we would have to look at things that were written or drawn. We found out about Samuel Pepys who wrote an eyewitness account in his diary. We also looked at famous paintings from this time to help give us an idea of what it might have looked like in 1666. The final thing we decided might give us clues would be any artefacts that might have been discovered from this time including fire hooks and fire buckets. We also created our own collage pictures. Team JF continued exploring life in 1666 and the events of the Great Fire of London, focusing this week on how we know about the past through primary and secondary sources. The children showed great interest as they discussed the differences between these types of evidence and why each is important for understanding historical events. They did a fantastic job identifying a wide range of primary and secondary sources before sorting them into groups with growing confidence and accuracy. Team DB created a poster to support their understanding of how soldiers were recruited in the World War 1 and the use of propaganda.
Propaganda in World War I was primarily used to mobilise entire nations for "total war," ensuring public support, boosting morale, recruiting soldiers, and demonizing the enemy. Governments employed posters, films, and literature to control information, encourage civilian rationing, and maintain motivation, as it was the first conflict requiring widespread, state-sponsored propaganda to keep both the home front and fighting forces committed to the cause. They had to explain how men and boys enlisted in the armed forces, explain why propaganda was use and the conscientious objectors and their beliefs. This half term, Team LF have been learning about World War I. They began by exploring how the war started, focusing on the assassination of Archduke Franz Ferdinand, which ultimately led to the outbreak of the war. They learned about the different countries involved and the alliances they formed, understanding how these partnerships contributed to the scale of the conflict.
Linking their learning to geography, we used maps to identify the countries involved in the war. They colour-coded them to show which nations fought alongside each other, helping them to clearly see the Allied and Central Powers across Europe and beyond. They also explored the role of propaganda during the war, particularly recruitment posters used to encourage men to join the army. Inspired by what they learned, they designed and created our own recruitment posters. In addition, they studied the structure of trenches and learned about what life was like for soldiers living and fighting in them. At the end of each half term, Team CW look back over their learning journey and discuss what they have achieved over that period of time. This helps them to understand the chronology of their learning. This is one of the building blocks towards the year 1 curriculum for history when they look at changes over time and order things in chronological order.
The Rainbows could see how they had changed and could explain the new things they learnt. Some of them said they could read using "Fred in your head" now, which was something they found tricky before Christmas. They also looked at how some of them had changed over the past few weeks, including that a couple of them had lost their teeth! It is important to discuss changes so the Rainbows can see their impact later down the line. |
Subject LeadMiss C Clementson and Mrs S Allen Archives
March 2026
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