At the beginning of our Design Technology lessons, the children were given the opportunity to explore a range of wheeled objects and tried to work out how each object moved. As the children investigated, they were asked to think about the following key questions:

• How do you think the wheels move?
• How do you think the wheels are fixed on?
• Why do you think the product has the number of wheels it does?
• Why do you think the wheels are round?

The children learnt that wheels and axles joined together and are able to turn but the axle holder is fixed to the body of the object. Together they reinvestigated the wheeled objects to identify the moving and non-moving parts of the object. They were then asked to draw a diagram of the wheeled object, identifying the wheel, axle, and axle holder.

I wonder how you can attach a moving part to a non-moving part…

The children were provided with straws, paper, scissors, glue, masking tape. They were then asked to create a wheel, axle and axle holder using the materials provided. The children experimented with the different ways that they could attach the moving part (wheel and axle) to the non-moving part (axle and chassis) remembering to ensure that the wheels were able to move.

The children were shown a range of vehicles that the designer had built incorrectly and were unable to move. The children discussed where they believed the designer went wrong and how they could fix the problem to ensure that the wheel and axle’s move.

They were then asked to design their own moving vehicle using their understanding of wheels and axles. A design criteria was shared with the children, showing what their design had to include.

Once they had completed their designs, the children were asked to select the correct materials and tools they needed to make their moving vehicles. They did a great job and showed great resilience and perseverance throughout the making process.

The children have made a brilliant start to the new year and have been working extremely hard in all their learning.

Phonics

The children are continuing to practise and learn their set 1, 2 and 3 speed sounds and transferring this knowledge and understanding into their reading of texts during their phonics lessons and Guided Reading.

Maths

In maths the children have been continuing to develop and deepen their understanding of number and place value. They have used a variety of model, images, and resources to represent the tens and units in numbers up to 50. They have also been learning how to recognise coins and are beginning to understand the values of each coin. The children used their understanding to select the correct and problem solve when buying items. Towards the end of January the children have returned to addition and subtraction and have learnt how to use jottings and number lines to solve their calculations.

Science

The children have been learning about Animals, including humans. The children have learnt the names of the different body parts and have been able to label these on a body outline. They then found out which body part supported our five senses before taking part in a senses investigation – Can you identify the substance using only one of your senses?

Foundation subjects

Within Personal Development, the children have used circle time and circle games to explore, discuss and reflect upon Respectful relationships. Together the children discussed the practical steps they can take in a range of different situations to improve or support respectful relationships. The children thought about what might have happened to cause the falling-out between friends and discussed how they could help resolve the problem.

During Art, the children have been learning how lines can be used in a variety of ways when drawing.

They have explored using these lines in their own drawings in response to music and artist’s’ work.

Together, the children create a group piece of artwork using lines to represent water and waves. They thought about how to use the various mark making materials to create different effects e.g., darker lines, thick lines.

Finally, the children applied their learnt understanding of lines to produce an observational drawing of shells.

In Music, the children have been listening and appraising different music styles – Blues, Baroque and Latin. They have shared how the music style made them feel, the instruments they could hear and whether they enjoyed listening to it. During the music lesson, the children have used glockenspiels and recorders to follow a piece of music in response to the weekly musical style.

Maths

During this half term, the children in year 1 have been learning all about place value of numbers to 20. They have been finding out about how these numbers are made up of tens and units and have used practical resources such as dienes to represent given numbers. The children have also been learning how to use practical resources and part whole diagrams to find the number bonds for 5/10/20.

Geography 

The children have explored atlases, maps, and Google Earth to locate the UK on the world map. They then used this knowledge to look more closely at the country where they live, the United Kingdom. Together the children found out that the UK is made from four different countries England, Ireland, Scotland, and Wales and discovered that Telford is in England. The children researched the similarities and differences between the weather in England and Scotland before comparing our weather with that in Ghana and Iceland.

In year 1, the children went on an Autumn walk around the local area to support their science and geography learning. The children looked at the seasonal changes to the environment and began to make predictions about what may happen as the seasons change. The children noticed the colour changes to the leaves and how many of the leaves had fallen from the trees. They were keen to collect and bring natural objects of interest back to the classroom to explore further.

Below are images of the children exploring the local area and the changes they noticed.