To mark Science Week we have been supporting the development of children's curiosity and encouraging them to ask questions about how things work and what they observe.
There have been a number of experiments carried out over the week and repeated so children can return and recall learning and hypothesize why things happened. The Great Celery Experiment Children handled, smelt and broke up celery (some used sharp knives to cut the vegetable). The carefully followed instructions and added water and pink food dye to see whether we could turn the celery pink. We left it overnight and children returned to observe what happened. Do you think the celery turned pink? Our celery did not absorb the food dye up the stems and turn pink! The Balloon Experiment Children added vinegar to a bottle and put bicarbonate of soda inside a balloon. Next they placed the balloon over the rim of the bottle. They shook the bottle and the balloon inflated. A chemical reaction caused the balloon to inflate! How else could you blow a balloon up? Cress Growing Project Children talked about what plants need to grow. Some of the children were able to suggest they needed a bed and water. Children placed cotton wool and cress seeds in a container and added water. They then left them in the wedge (which is a nice warm and bright room). They returned to observe them the following day and the cress was already growing. Children talked about what they could see and they tasted the cress! Do you now what would have happened if the cress seeds had been placed in a dark room? An Erupting Volcano Children read some information books about volcanoes. They worked all week, creating a large, clay volcano. After it was dry, they collaboratively painted it. Together in the garden at story time on Thursday, they created a chemical reaction using some special ingredients. They filled the volcano with bicarbonate of soda and red food dye and then poured vinegar it. Can you guess what happened? Red lava spewed out and all over the table! Another chemical reaction. Children were amazed at the sight and the smell! At Rachel Keeling, we support children's understanding of number in meaningful ways such as cooking, planting and harvesting, making recyclable models, problem solving real problems together, sharing resources and routines of the day such as setting up the tables for lunch and helping Glenn with his tasks.
Sometimes we also need to further support this learning with explicit teaching: supporting children to count with one to one correspondence, recognising numerals and use specific vocabulary such as 'more' 'less' and comparing quantities. Over the past week children have sustained concentration and developed independence in being able to recognise numerals, use the number names and being able to count out correct amounts and match them to the numeral. This has been developed over time so children can return and master it. We will be building upon this learning with more experiences to develop children's counting and recognising numerals: using special resources and treasures and moving on to estimating and tallying. Do you encourage your child to help with chores at home? Counting as they tidy up or brush their teeth. Helping get cutlery out for meal times and looking at door and bus numbers when you're out and about are practical and fun ways to develop an understanding of number. We know how important books are for children's development: from enhancing wellbeing by cosying with a special person, to developing listening and understanding, to learning new words and phrases, to finding out information about the world!
We celebrated World Book Day at Rachel Keeling by inviting children to come in dressed in their pyjamas to enjoy some bedtime stories. Although World Book Day is once a year, we share books everyday.
Remember to take home your child's Special Book to share at home. You can add your own photographs and drawings: just make sure you bring it back to school. Children have been encouraged to observe the spring bulbs which have appeared in the garden recently. We have a sea of daffodils, some snow drops and crocuses.
Children looked at them closely, smelt them and touched them carefully. They were supported in understanding that the flowers were still alive and growing so we needed to leave them in the flower bed. A quiet space around the flower bed was set up with observational tables: information books, paper and a range of mark making tools. Children used pastels, coloured pencils, slim and chubby felt tips to respond to what they saw. Some children chose to draw quietly, some sat with adults and others in pairs, chatting as they drew. It is important we value how children respond: which they did in a variety of ways: some drawing recognisable flowers with parts and others marking shapes and colours. Children's mark making is so important for them to begin to express themselves, make sense of the world around them and their overall development. Do you draw? Perhaps you and your child could draw together whilst listening to music or after reading a story? We have plenty of paper at school so please ask if you need some: we encourage children to draw on both sides of paper and draw on envelopes and the back of any leftover wallpaper. Children have been so engaged in their learning in the garden during the recent brighter weather.
They have been supported to observe changes in the environment: from spring bulbs emerging, to worms and snails, to more bird visitors (maybe to nibble on worms and snails) and lots of weeds starting to grow. Children are always supported to be respectful of Mother Nature and our garden visitors. Nazma worked together with a group of friends to clear weeds from the plant beds, children used their hands and tools to turn the soil over and listened careful to instructions. Children worked harmoniously together to solve problems and clean their shoes and boots. Some children understood they were preparing the plant beds for planting. Children independently explored the bird boxes and information books to learn more about our flora and fauna. Two friends could not agree on how many eye a frog has: one thought "2" and the other thought "8". When they researched and looked in the information books they discovered it was 2. We then talked about 8 being an important number for spiders! Other jobs children have helped with: Potatoes have been planted and nets covering them to stop squirrels from eating them. Keeping an eye on the garlic growing. Turning over the beds where the cheeky squirrel ate all the peas! Appreciating the flowers growing. When on friend, Kit came to school on Thursday he and his mummy heard a woodpecker in Meath Gardens. I heard one this morning in Greenwich Park. Did you know this is called 'drumming'? Woodpeckers do it when they are trying to find food or a special friend! Maybe you could listen our for the very distinctive tap-tap-tapping of the woodpecker when you are in the park. Today it was very wet indeed with lots of rain and puddles: we still go out in the garden to explore.
While we were in the garden we noticed lots of snails travelling across the ground. The children were all so careful, forming a circle around them and looking closely. We counted 8 snails in a small area. Children supported each other saying “Be careful!” Children were supported to sustain interest for some time and focus concentration. You showed lots of joy alongside your friends. We gathered information books and created a circle using wooden blocks. We negotiated with each other, sharing the information books. We discovered snails like to come out in the rain and they have eyes on the end of long stalks. We read that snail’s homes are their shell and the shell is soft. We used vocabulary such as shell, slimy, soft, slither. Next time it rains, go outside with your family and look for snails and worms as they come out and love the wet weather. This term we have had more new children start with us. What is wonderful is seeing the older, more experienced children supporting our new friends.
Role models are important to all of us: someone who knows where things belong, knows the vocabulary, is confident in the environment, has developed play skills and is happy and engaged. Role models might show us how to share and take turns, show joy and be a caring friend. Children will learn lots by being around friends who show them how to 'be'. Of course the adults are here to support children with warmth and sensitivity every day. Supporting children to show their interests and skills and then moving their learning on. As schools, we learn from our colleagues in other schools and also support them with their provision. Do you have role models in your life: how do they inspire you? Our return to school has coincided with a cold snap! Children were supported to think about keeping their bodies warm and noticing when their bodies were cold. Children observed their warm breath in the cold air, the frozen water and frost on the plants.
Children were encouraged to think about our bird visitors and how they might be feeling in this weather. We decided they needed some food for energy to help keep warm. Some children said they saw "parrots" and "pigeons". Children worked collaboratively to collect the bird feeders, counting and checking they were working. Children counted how many we had and decided there were not enough for our many trees. They decided to use old, small flower pots to make bird seed cakes. You need: vegetable suet bird seeds small yoghurt or flower pots string Children explored the soft suet using their fingers, talking about how it felt. They measured out suet and seeds and melted the suet, stirring in seeds. Next they poured it into the empty pots at attached string. Children noticed the changes as the suet solidified and went very hard. They tipped out the bird seed cake. Collaboratively they problem solved how to get them in to the trees. Some children had the good idea of using the ladder to reach the branches. This morning when children came to school they noticed one had been eaten: we are watching carefully and using our bird spotting charts to see whether we spot any bird visitors or whether it was the cheeky squirrel! Could you and your child make a bird feeder for your garden, balcony or to hang in the park? Why not use our recipe. It is so simple. Or why not just notice the birds and wildlife you spot on the way to school: foxes, birds, worms, rats (!) or maybe pets such as cats and dogs? As we prepare for the Christmas break, we have been keeping spirits high in school with singing festive songs - Jingle Bells and We Wish You a Merry Christmas are two the children know well! Children have been making Christmas decorations using recyclable materials. We think carefully about the environment and try to reuse things and use scraps of tinsel as treasure. Children have been sharing Christmas books and some children have listened to the story of the Nativity. They have acted out the story, using dressing up clothes and we have a small stable in Sunflower. The children were very interested in the gifts that are for Baby Jesus. There has been lots of Christmas baking, with children following instructions, working together and using wonderful spices. One parent came in the make Weinachtsplatzchen (German Christmas Cookies). The recipe is below for you to try at home! Children in the garden made hot chocolate to help keep warm and develop our real life understanding of measuring and number. Today we have Christmas singing around the campfire - but it seems the rain has arrived, in which case we will move indoors and have a campfire on the large screen to keep us warm and cosy. Our Christmas Party is on Tuesday 19 December and children finish school at 12pm. We wish you, your families and the whole world peace and love for the festivities and 2024. Today we were so lucky to have Nicole Gurvidi as guest speaker for our Brilliant Books and Phonics Fun Workshop. Nicole is the English Primary Curriculum Lead in Tower Hamlets. Nicole is passionate about reading! The turnout from our fantastic families was incredible and the room was packed. Nicole reminded us about the importance of: Having fun with words. Reading books, books, more books and when you think that's enough, read another. Read on the train, read on the bus, read in the cafe, read in the bath, read before bed - simply enjoy sharing books. Follow your child's interest and let them choose the books. The more books you share with your child the more vocabulary they will understand. Use pictures in newspapers to create stories using your imagination and tell the stories together, adding exciting words to describe what is happening or where the characters are. Play with sounds: make sound effects to accompany stories you share. Loud sounds, soft sounds, rattles, scratching, tapping. If your child can begin to distinguish between sounds, they will find it easier when they come to using blend and segmenting sounds when they read and write. Sing songs together and make musical instruments (see Nicole's pots of pasta and rice and her 50p wooden spoons). Go on a sound walk - listen out for trains, birds, aircrafts, sirens, drills and talk about the sounds. Be a sound collector! When your child is ready, make a Sound Scrapbook: start with a sound and together you can cut out pictures from newspapers and magazines of objects that start with that sound and stick them on the page. Have fun together. Links to websites: click below Booktrust Love My Books Remember to borrow books from school to share at home. Join the Idea Store - click here. Pick up free newspapers and magazines from the underground station, Tesco or Asda. Speak to your key person if you need any advice about sharing books at home. See the handout Nicole shared - if you would like a paper copy, please see Becky. |