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Knife skills

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This included all chopping and grating, and even making pizza dough!

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Levers and linkages by BEd student Miss Howard

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The children made a range of different linkages for a tsunami, volcano, earthquake or tornado moving picture.

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Drawing and cutting out the sea creatures. 🐟 🐠 🐡

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Giant construction project - the children made a cardboard city, linked to science (Y1 were making waterproof houses). There followed a phase of decorating before getting playmobil people into it!

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Please ensure that work is finished. SEN pupils may need extra support to complete a task or a scribe to write on an evaluation sheet to reduce the cognitive load. A little quiet classroom time e.g. 5 minutes during lunch or whilst others sit and read may be enough. It is not a writing lesson. Whilst we expect all written work to be the best pupils can produce i.e. handwriting and spelling, this may be a big ask for an SEN pupil in the afternoon, so write for them. It is amazing how much more they communicate under these conditions!

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Vulnerable children in Art and DT lessons

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Vulnerable children in Art and DT lessons

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Consider flexible access over rigid artistic outcomes. Focus on process rather than product to boost self-esteem, improve social skills and allow for non-verbal expression. Classrooms are safe spaces for mistakes (happy accidents) which are part of the creative process. Pupils are able to express emotions they may not be able to verbalise. Build trust and confidence by offering 1:1 encouragement. Sit with a vulnerable child and support for part of the lesson. Give children autonomy over their choices of colour, materials and design to build self-esteem and independence. Scaffold and structure learning - break a project down into steps, with visual guides, photographs of each stage to guide the process. Provide extra, small group time to pre-teach/ teach specific techniques or how to use tools. Resources may need to be curated or restricted to avoid overwhelming a child with choice. Think about paint brush size - for particular children. Build in movement breaks.

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Ensure all parts of the teaching process are evidenced in folders - explore existing products (visually or ideally by handling/ deconstructing), designing (for a person for a purpose), making with room for changes and adaptations, evaluation with the product and the folder in hand to refer back to.

Introduce and use new vocabulary for the unit, making this explicit in lessons and ensure all children are able to use and record these words in their planning and evaluating stages. Use it yourself, put it on the board, the working wall, into folders.

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Make learning objectives clear - today we are learning to... Ensure these are in folders for each lesson/ stage of the process. We are exploring, we are designing, we are making, we are evaluating etc.

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Levers and split pins for leaping sea creatures!

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Construction (mechanisms) - more complex circuits and components

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Construction (mechanisms) - more complex circuits and components

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See Renishaw STEM Challenge

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Construction (mechanisms) - cams, pulleys or gears

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Construction (mechanisms) - cams, pulleys or gears

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Construction (mechanisms) - electrical control, torches 

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Construction (mechanisms) - electrical control, torches 

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Construction (mechanisms) - levers and linkages

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Construction (mechanisms) - levers and linkages

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Linked to Natural Disasters Geography topic

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Construction (mechanisms) - wheels and axles

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Construction (mechanisms) - wheels and axles

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Construction (mechanisms) - moving pictures

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Construction (mechanisms) - moving pictures

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Confident construction!

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Construction (mechanisms) - moving pictures

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Construction (mechanisms) - moving pictures

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Preparing the foreground for our moving aquatic animals!

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Superb stitching!

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Making finger puppets, following our designs, using scissors and glue with care.

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Linked to a class reading book 'The Boy Who Grew Dragons'. Year 3

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Planting our very own dragon fruit plants!

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Planting our very own dragon fruit plants!

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Looking after these on our big, sunny windowsill. 🪴

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Local and seasonal fruits, guess the flavour, linked to a class book 'The Alien in the Jam Factory'.

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Plum jam, crab apple jelly, grape jelly and blackberry jam - yummy!

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Plum jam, crab apple jelly, grape jelly and blackberry jam - yummy!

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Autumn term

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Making Neolithic bread and butter in History, linked to DT sandwiches.

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Cooking the breads

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Mixing rye flour and water to make flat bread.

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Shaking double cream and marbles to make our own butter!

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Air raid shelters WW2

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We visited the Organic Farm, the watermill and the woods.

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Free education resources for teaching young people aged 3-16 years about where food comes from, cooking and healthy eating, and teacher training. - Food A Fact Of Life

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The resources follow a progression framework and have been developed to stimulate learning and support the curriculum and qualifications throughout the UK. All resources are designed to ensure that consistent and up-to-date messages are delivered.

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hbailey@st-lawrence.dgat.org.uk Lechlade1

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Challenge packs (Primary) - Food A Fact Of Life

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The content of these visits is really cross-curricular. 

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The content of these visits is really cross-curricular. 

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The children learn about sustainability - supporting processes over time by using resources responsibly, and biodiversity - the variety of life on Earth and how we can support it in the way we live.

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Living sustainably - connecting with nature and our wider community to promote a healthy, thriving future.

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Construction (structures): Strong and stiff shell structures

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Sticking the structures together, 3D.

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Sausage rolls 😋

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Using a whisk

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Cupcakes, sieving the flour

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Chocolate chip cookies

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Year 2 made flippety fish - draw, measure, cut, re-join then decorate!

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Year 1 cooked and prepared a delicious picnic to share with Year 6 at the end of the year, including sausage rolls, cookies, cupcakes and sandwiches!

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Construction (structures): strong, stiff, stable freestanding structures

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Cooking and nutrition

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Cooking and Nutrition: Dietary needs and adapting recipes e.g. burgers

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Cooking and Nutrition: Food from plants and animals e.g. pizza

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Stella's Lego Robotics Lab

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Cooking and Nutrition: Seasons and availability of food

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How will we improve on these when we make sandwiches in Year 3?

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Year 2 made sandwiches and rocky road!

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Exploring the polytunnels, what conditions do these plants need to grow? Learning to recognise the plants out foods grow on and how they grow and ripen, how they are harvested and prepared for sale.

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Exploring the farm shop, thinking about 'food miles', eating seasonally, shopping locally. Identifying fruits and vegetables, thinking about how they grow - under or above ground, looking for clues, learning how to store foods and reduce food waste.

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What happens in the greenhouse? What do seedlings need to thrive?

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Why are worms so super? Learning about soil - how it forms, what we need it for, how to look after it. Making a recycled pot and planting a pea seed.

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Wild flower seed bombs

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Making seed bombs to improve biodiversity, wild flowers.

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Sensory walk, noticing seasonal changes.

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Construction (structures): frame structures, reinforcing and strengthening

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Construction (mechanisms): More complex circuits and compnents/ program for monitoring control

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This was Day 1. Motors were added later.

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What is computer control? - KS2 - BBC Bitesize

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A computer control system is where a computer receives an input, such as a set of instructions to carry out certain tasks. These instructions are called computer programs.